Achievement Imagery of Children`s Books and School Textbooks and (Academic) Performance

基于相关性（即，本研究借由实地研究与实验研究，进一步探讨儿童图书与教科书中成就意象与学业表现的关系。在儿童读物的实地研究中，我们可以支持我们的期望。在德国的联邦州，当具有高水平成就意象的儿童书籍受到欢迎时，这个联邦州的学术成就也更高。在这个项目中，我们希望在个人层面上研究这种关系。我们将评估儿童书籍的实际使用情况，儿童的学习成绩以及父母的动机和价值观。通过这些评估，本研究验证了以下假设：儿童读物中的成就意象与个体水平上的成就行为相关，父母的动机和价值观通过儿童读物传递;在对教科书的实地研究中，我们也证实了成就意象与四年级学生的学业成绩之间的正相关（数学比语言艺术教科书更明显）;这在联邦州的水平上以及在两次大规模学业成绩评估中研究的教室水平上都是如此。我们想复制的结果在课堂上的水平和研究的关系在实验研究中的样本四年级学生。在联邦州一级的9年级学生中，这种关系无法得到证实。对于数学，我们甚至发现了一些负面关系的证据，我们想在我们提出的实验研究中进一步考虑这一点。我们的实验工作表明，教科书（数学，语言）摘录中较高水平的成就意象会导致较高的表现。这提供了证据表明，教科书可能有促进学习成绩的启动效应。另外的研究结果表明，启动效应是由更强的外显成就动机和更高的结果期望介导的。最初，我们预期内隐成就动机和激励会对这种效应起到中介作用，但我们甚至发现了一些负面效应。基于这些结果，我们想研究对比效应，区分成就启动相对于他们的期望和激励内涵，并检查这些内涵的差异效应的内隐和外显的成就动机。此外，本研究还希望进一步深化对过程变量的研究，研究小学四年级学生的启动效应，并选取更具代表性的教材材料。我们的目标是从科学的角度更好地理解启动效应，并解释现场和实验研究的负面影响，以及有助于经验建立，实用的建议，教学材料的设计。

Based on correlational (i.e., field studies) and experimental studies of the preceding project, we would like to further examine the relationship of achievement imagery of children´s books and school textbooks and (academic) performance. In the field studies with children`s books, we could support our expectation. When children`s books with a high level of achievement imagery are popular within a federal state in Germany, the academic achievement in this federal state is higher, too. In the proposed project, we want to study this relationship on the individual level. We will assess the actual use of children`s books, the academic performance of children and the motives and values of parents. With these assessments, we are able to test the assumption that the achievement imagery of children´s books is associated with achievement behavior on an individual level and that a transmission of parental motives and values take place via children´s books.In the field studies with textbooks we could also confirm the positive relationship between achievement imagery and academic performance for 4th-graders (more clearly for math than for language arts textbooks); this holds on the level of the federal states as well as for the level of the classrooms as studied within the two large-scale assessments of academic performance. We would like to replicate the findings on the classroom level and study the relationship in experimental studies in samples of 4th-graders. On the federal-state level of 9th-graders, the relationships could not be confirmed. For math we even found some evidence of a negative relationship and we would like to take this into further consideration in our proposed experimental studies.Our experimental work showed that higher levels of achievement imagery in excerpts of textbooks (math, language) lead to higher performance. This provides evidence that textbooks could have a priming effect that fosters academic performance. Additional results indicate that the priming effect is mediated by a stronger explicit achievement motivation and higher outcome expectancies. Initially, we expected that the effect would be mediated by the implicit achievement motive and incentives, but we even found a few negative effects in this respect. Based on these results, we want to study contrast effects, differentiate achievement primes with respect to their expectancy and incentive connotations, and examine the differential effects of these connotations for the implicit and explicit achievement motive. Furthermore, we want to deepen our study of the process variables, studying priming effect in 4th-graders, and select more representative textbook material. Our aim is to contribute both to a better understanding of the priming effect from a scientific perspective and to explain the negative effects of the field and experimental studies, as well as to contribute to empirically founded, practical recommendations for the design of instructional materials.