This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; Mage = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies.
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Zusammenfassung: Die vorliegende Studie konzentriert sich auf den Zusammenhang von fachspezifischer Leistung und emotionalem Erleben im Kontext Schule. Es wird ein Mediationsmodell (nach Pekrun, Goetz, Titz & Perry, 2002 ) vorgestellt, in welchem Wirkungen sowohl individueller Leistung als auch mittlerer Schulklassenleistung auf individuelles Emotionserleben dargestellt sind. Zur Prüfung der Modellannahmen werden individuelle und auf Klassenebene aggregierte Leistungswerte sowie deren Wirkungen auf individuelles Emotionserleben anhand von Mehrebenenanalysen simultan modelliert. Die längsschnittliche Untersuchung wurde an einer Stichprobe von 78 Schulklassen (N = 1762 Schülerinnen und Schüler) am Ende der 5. und 6. Jahrgangsstufe mathematikspezifisch durchgeführt. Während individuelle Leistung der 5. Jahrgangsstufe zur Erhöhung des Freudeerlebens und zur Minderung des Angsterlebens in der 6. Jahrgangsstufe führt, zeigen sich für die Leistung der Schulklasse die umgekehrten Effekte: Ein hohes Leistungsniveau der Klasse führt zu einer Verringerung individueller Freude und zu einer Erhöhung individueller Angst. Diese Ergebnisse sind theoriekonform und vergleichbar mit Ergebnissen zu dem im Rahmen der Selbstkonzeptforschung bereits häufig untersuchten Big-fish-little-pond-Effekt (BFLPE; Marsh, 1987 ). Theoretische und praktische Implikationen werden aufgezeigt.
The main goal of this study was to test whether feedback from a lecturer and tutor on an initial reflective journal entry fosters reflection quality in a subsequent journal entry and reflection skills in student teachers. To address these questions, we, a team of educators and psychologists, conducted a field experiment during the practical semester. Student teachers ( N = 54; 40 female) wrote two reflective journals about their own classroom teachings on an online-platform and were randomly assigned to one of two conditions: (a) reflective journaling with feedback (experimental condition, n = 27) or (b) reflective journaling without feedback (control condition, n = 27). Feedback in reflective journaling fostered reflection quality in the subsequent journal entry and conceptual knowledge about reflection. These findings indicate that feedback in reflective journal-keeping exerts a powerful influence in fostering reflection in student teachers during their practical semester.
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