Perception of Learning Environment and Student Motivation: Effects Within and Between School Subjects

拟议的项目旨在将新开发的广义内/外部参考框架模型（GI/E模型；Möller, mller - kalthoff, Helm, Nagy, & Marsh，在出版社中，参见Arens & Möller， 2016）应用于学习环境的不同方面的感知与学校科目内部和科目之间的学生动机的不同方面之间的关系。GI/E模型是在内部/外部参考框架模型（I/E模型；Marsh, 1986）和维度比较理论（DCT; Möller & Marsh, 2013）的基础上发展起来的。I/E模型描述了外部/社会比较和内部比较（后来被称为维度比较，参见Möller & Köller, 1998; Möller & Köller, 2001a; Möller & Marsh, 2013）对数学和母语中特定学科的自我概念的联合效应。在社会比较中，学生将自己在某一学科上的成就与同班同学的成就进行比较，这种比较会对他们在该学科上的自我概念产生影响。通过维度比较，学生将他们在一门学科的成绩与另一门学科的成绩进行比较，这种比较对他们在两门学科的自我概念都有影响。在DCT中，从理论上对维度比较过程进行了重新评价；除此之外，假设维度比较也发生在其他学术领域和非学术领域。在此过程中，DCT为GI/E模型中I/E模型的扩展奠定了基础：GI/E模型假设学生不仅比较他们在不同学校科目上的成就，而且他们也比较学校科目的不同方面和学科课程中提供的学习环境，这种比较不仅对特定学科的自我概念产生影响，而且对其他与学科相关的动机方面也产生影响。根据GI/E模型，例如，两个学生可以比较他们与老师在两个科目上的关系，这种比较会影响他们在两个科目上的动机：一个科目的老师关系越积极，另一个科目的动机就越低（见Dietrich， Dicke, Kracke, & Noack, 2015）。将GI/E模型应用于特定学科自我概念的形成和进一步的动机变量，可以丰富对学生动机决定因素的研究。正如在提议的项目中，学生对学习环境的看法将被分析为学生动机的决定因素，可以收集对教育研究和实践有用的见解。

The proposed project aims at applying the newly developed Generalized Internal/External Frame of Reference Model (GI/E model; Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, in press, see as well Arens & Möller, 2016) to relations between the perception of different aspects of the learning environment and different aspects of student motivation within and between school subjects. The GI/E model was developed on the basis of the Internal/External Frame of Reference Model (I/E model; Marsh, 1986) and the Dimensional Comparison Theory (DCT; Möller & Marsh, 2013). The I/E model describes the joint effects of external/social comparisons and internal comparisons (later termed as dimensional comparisons, see Möller & Köller, 1998; Möller & Köller, 2001a; Möller & Marsh, 2013) on subject-specific self-concepts in mathematics and the mother tongue. Drawing social comparisons, students compare their own achievement in a subject to their class mates` achievements, and this comparison shows an effect on their self-concept in the regarding subject. Drawing dimensional comparisons, students compare their achievement in one subject to their achievement in another subject, and this comparison has an effect on their self-concepts in both subjects. In DCT, dimensional comparison processes are reappraised theoretically; amongst other things, it is postulated that dimensional comparisons take place in other academic areas and in non-academic areas as well. In doing so, DCT prepares the ground for the extensions of the I/E model undertaken in the GI/E model: The GI/E model assumes that students not only compare their achievements in different school subjects, but that they as well compare different aspects of school subjects and of the learning environment offered in the subject lessons and that this comparison not only takes an effect on subject-specific self-concepts but on other subject-related motivational aspects as well. Following the GI/E model, for example two students could compare their relation to their teachers in two subjects and this comparison would affect their motivation in both subjects: the more positive the teacher-relation in one subject, the lower the motivation in the other subject (see Dietrich, Dicke, Kracke, & Noack, 2015). The application of the GI/E model to the formation of subject-specific self-concepts and further motivational variables can enrich research on the determinants of student motivation. As in the proposed project students` perceptions of the learning environment are to be analyzed as determinants of student motivation, insights can be gathered that are useful for educational research and practice as well.