Markus Dresel

A Computer-Based Approach to Fostering Motivation and Self-Regulated Learning

The authors designed a computer-based approach to enhance motivation and self-regulated learning. Participants of the quasi-experimental study were 6th-grade students (N = 151) who worked with a mathematicslearning software program during regular classroom instruction. In the 1st condition, students received attributional software-generated feedback. In the 2nd condition, students received the attributional feedback and additional self-regulation training, which the authors designed to foster metacognitive control. In a placebo condition, students received neither. The authors observed positive effects on motivation and knowledge acquisition in both training conditions. An enhancement of metacognitive control strategies was evident only in the self-regulation condition. Moreover, the additional self-regulation training led to better knowledge acquisition than did the exclusive attributional feedback.

The relationship between cognitive abilities and self‐regulated learning: evidence for interactions with academic self‐concept and gender

A study with 449 6th grade students attending regular classes in the subject of mathematics is reported. The study addressed the relationship between cognitive abilities and the use of self-regulation strategies as well as potential interactions with motivational characteristics and gender. An assessment of cognitive abilities revealed substantial proportions of mildly gifted and gifted children. On average, results indicated a weak negative relationship between cognitive abilities and strategy use in regular classrooms. Moreover, it could be shown that mathematical self-concept moderates the relationship between cognitive abilities and strategy use, resulting in a closer negative covariation when estimations of own competences are high. Finally, gender-specific patterns were found. Implications for identifying and nurturing the gifted are discussed. The concept of self-regulated learning is moving more and more into the focus of educational research and theory (for an overview see Boekaerts et al., 2000). The self-regulation of learning is generally understood as the self-determined and active process of planning, executing, monitoring and controlling strategic learning activities (e.g. Pintrich, 2000). This article addresses the relationship between the self-regulatory activities and cognitive abilities, or, more specifically, the use of selfregulation strategies among students with different cognitive ability levels, ranging up to verifiable high abilities.

Langfristige Förderung von Fähigkeitsselbstkonzept und impliziter Fähigkeitstheorie durch computerbasiertes attributionales Feedback

Zusammenfassung. Es wird ein computerbasierter Interventionsansatz zur Forderung von Fahigkeitsselbstkonzept und impliziter Fahigkeitstheorie vorgestellt, der auf der Darbietung von attributionalem Feedback basiert. Untersucht wurden N = 140 Schuler der 7. Jahrgangsstufe, die mit einer Mathematiklernsoftware arbeiteten, die attributionales Feedback generiert und nach der Bearbeitung von Aufgaben prasentiert. Neben einer Placebogruppe wurden drei Bedingungen realisiert, in denen nach Erfolgen Fahigkeits- und Anstrengungsattributionen in verschiedener Kombination dargeboten wurden. Als geeignet zur nachhaltigen Forderung von Fahigkeitsselbstkonzept und impliziter Fahigkeitstheorie erwies sich vor allem die Sequenz, bei der Erfolge erst auf hohe Anstrengungen und spater auf hohe Fahigkeiten attribuiert wurden. Mediiert uber diese Fordereffekte wurden positive Veranderungen bei Kontrolluberzeugungen und Hilflosigkeit erzielt. Eine verzogerte Trainingswirkung konnte bei der Schulleistung beobachtet werden.

Addressees of Performance Goals.

As performance goals aim to both procure acknowledgment of one’s abilities and to avoid revealing a lack of one’s abilities, the authors hypothesized that students hold specific performance goals for different addressees and that there are specific correlational patterns with other motivational constructs. They analyzed a data set of 2,675 pupils (1,248 boys and 1,426 girls) attending Grades 8 and 9 (mean age 15.0, SD 0.97). The students completed a questionnaire consisting of 12 items measuring performance approach goals and 12 items measuring performance avoidance goals. In each subset, 4 groups of addressees were differentiated: parents, teachers, peers, and the acting individual him/herself. Additionally, several external criteria were measured. The authors concurrently tested theory-driven, structural equation models. Incorporating all 24 items, the best-fitting model was a multitrait– multimethod model, which posited 2 factors for approach and avoidance goals and 4 addressee factors. While performance goals addressing parents showed relationships to maladaptive motivational and learning patterns, performance goals addressing classmates and self showed relationships to adaptive motivational and learning patterns. The relationships between performance goals addressing teachers and external criteria were rather weak and unsystematic.

Judgment Confidence and Judgment Accuracy of Teachers in Judging Self-Concepts of Students

ABSTRACT Accurate teacher judgments of student characteristics are considered to be important prerequisites for adaptive instruction. A theoretically important condition for putting these judgments into operation is judgment confidence. Using a German sample of 96 teachers and 1,388 students, the authors examined how confident teachers are in their judgments of students’ mathematic and verbal self-concepts, and whether judgment confidence is related to judgment accuracy. Judgment confidence was largely student specific, and the majority of teachers were overconfident of their judgments. Moreover, teacher confidence was higher for extreme judgments. In the subject of mathematics, judgment confidence was moderately associated with judgment accuracy. The findings challenge the efficacy of adapting instruction to student characteristics, as it is obvious that many teachers are not aware of their judgment inaccuracy.

Gender differences in science education: The double-edged role of prior knowledge in physics.

This study investigated gender‐related differences in prior knowledge in physics that were present before the start of initial physics instruction and the influence of prior knowledge in physics on future achievement in 8th grade German physics courses. The present data was collected prior to initial physics instruction. Mildly gifted students (average IQ= 111) in the 7th grade of German Gymnasium (547 girls and 641 boys) were asked about their prior knowledge in physics. In comparison to boys, many girls achieved lower overall‐scores in the applied test of prior knowledge in physics. These findings were strongest for questions dealing with the more theoretical concept of mechanics. Only moderate gender‐differences appeared in areas concerning everyday experiences. As expected, girls received poorer mid‐year grades. In predicting subsequent achievement in physics, neither prior knowledge nor ability explained the gender differences evident in this study. Furthermore, the results verify that gifted childre...

Competencies for successful self-regulated learning in higher education: structural model and indications drawn from expert interviews

A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional knowledge regarding different types of self-regulation strategies in different phases of the learning process. Indications drawn from semi-structured interviews with N = 108 experts (39 lecturers and 69 as excellent nominated students) from 4 fields of study are in line with core assumptions of the proposed model. Moreover, the results provide a basis to ensure the content validity of assessments of students’ SRL competencies and from which to derive standards to judge these competencies.

Nothing More than Dimensions? Evidence for a Surplus Meaning of Specific Attributions.

In attributional research, a large consensus has long been established that it is not the specific content of attributions (e.g., effort, ability) but, rather, the underlying attributional dimensions that are crucial. We pursued the possibility that both aspects must be considered. Using the attributions of 6th-grade mathematics students, we proved that a priori assignments of specific causes to a certain dimensionality are not possible. Consistent with the hypothesis of the surplus meaning of specific causes beyond dimensions, we further demonstrated that (a) attributions with an equal subjective dimensionality can show different correlations with an external criterion, (b) causes with an unequal subjective dimensionality can display identical correlations with the criterion, and (c) specific attributions and dimensional perceptions explain unique proportions of criterion variance.

Individuelle Zielorientierung und wahrgenommene Klassenzielstruktur im Grundschulalter

Zusammenfassung. In der vorliegenden Arbeit werden Unterschiede zwischen Grundschulklassen hinsichtlich der Auspragungen der individuellen Zielorientierung der Schuler(innen) sowie der darin wahrgenommenen Klassenzielstruktur fokussiert. Zudem wird deren Zusammenhang mit Leistungsangst, Hilflosigkeitserleben und schulischem Wohlbefinden uberpruft. Berichtet werden Befunde von 501 Schuler(inne)n aus 27 Klassen der 4. Jahrgangsstufe. Bei der Datenanalyse kam eine mehrebenenanalytische Strategie zum Einsatz. Bedeutsame Unterschiede zwischen Klassen zeigten sich bei allen einbezogenen Konstrukten auser dem Hilflosigkeitserleben. Die Regression der individuellen Zielorientierung auf die wahrgenommene Klassenzielstruktur erbrachte korrespondierende Zusammenhange. Weiterhin ergaben sich nicht nur Zusammenhange zwischen der individuellen Zielorientierung mit Leistungsangst, Hilflosigkeitserleben und schulischem Wohlbefinden, sondern auch zwischen der wahrgenommenen Klassenzielstruktur mit Leistungsangst und schul...

Der Einfluß der motivationalen Orientierung auf den Erfolg eines Reattributionstrainings im Unterricht

Zusammenfassung. Zur Verbesserung der Trainingswirkung von Motivationsforderansatzen im schulischen Setting, die auf der Veranderung dysfunktionaler Attributionsstile basieren, wird eine Erweiterung des theoretischen Bezugsrahmens hin zur Einbeziehung der motivationalen Orientierung nach dem Konzept von Nicholls (1984) vorgeschlagen und in einer empirischen Studie die moderierende Wirkung verschiedener Auspragungen der motivationalen Orientierung auf den Erfolg eines Reattributionstrainings im Klassenrahmen der 8. Jahrgangsstufe uberpruft (N = 92). Neben korrelativen Zusammenhangen zwischen motivationaler Orientierung und Attributionsstil der Schulerinnen und Schuler zeigte sich, das ein Training, das vorrangig auf der Darbietung von Anstrengungsattributionen basiert, sowohl bei Rezipienten mit ausgepragter Ich-Orientierung als auch bei jenen mit ausgepragter Anstrengungsvermeidungstendenz selbstwertgefahrdende Wirkungen haben kann. Bei jeweils geringer Auspragung dieser beiden unabhangigen Dimensionen mo...