Lernentwicklungsgespräche und die Entwicklung motivationaler Aspekte des Lernens

Ertl, Sonja; Kücherer, Benjamin; Hartinger, Andreas

doi:10.1007/s42278-021-00134-7

Cited by 4 publications

(1 citation statement)

References 27 publications

(8 reference statements)

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“…This is empirically well established within the context of primary school. Feedback from individuals whose appraisal is perceived as significant, such as parents (Poloczek et al, 2011) or teachers (Spinath, 2004;Ertl et al, 2022) seems of particular importance. However, performance feedback based on formal assessments commonly recognized as a critical and important comparative information fosters an increasingly realistic (and thus lower) self-concept.…”

Section: Self-concept and School Learningmentioning

confidence: 99%

Development of Self-Concept in Multi-Grade 3rd and 4th Classes

Munser-Kiefer¹,

Martschinke²,

Lindl³

et al. 2023

iejee

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The assumption that multi-grade learning enhances and sustains positive self-concept is widespread, although neither theory nor empirics have yet allowed for firm conclusions. This paper reports on a representative longitudinal study of multi-grade learning in grades 3 and 4 comparing the development of students' self-concept in reading in multi-grade and single-grade classes, also providing a differentiated analysis of the development at varying performance levels. The results show that self-concept is less stable in multi-grade classes. At the end of grade 3, students' self-concept in multi-grade classes is lower than in single-grade classes, although the average achievement level is higher. This effect is mainly ascribed to low-achieving children; however, all students’ self-concept recovers by the end of grade 4. Regarding students with a very low self-concept, they are found to a comparable extent in both multi-grade and single-grade classes, but the number of these students is low and the affected students change. The data indicates that pedagogical support is needed, especially in grade 3, to mitigate the effects of social comparison. Further analysis should include the quality of multi-grade teaching implemented in the classroom and its effects.

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Section: Self-concept and School Learningmentioning

confidence: 99%

Development of Self-Concept in Multi-Grade 3rd and 4th Classes

Munser-Kiefer¹,

Martschinke²,

Lindl³

et al. 2023

iejee

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Beurteilungsmöglichkeiten am Lernort Schule

Thurner,

Knoll,

Moll

et al. 2024

Beurteilen in Der Pflegeausbildung

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Ist mein Ziel wirklich „mein“ Ziel?

Ertl

Xie

Kücherer

et al. 2023

ZfG

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ZusammenfassungIn Lernentwicklungsgesprächen werden für gewöhnlich Ziele für das weitere Lernen vereinbart. Der vorliegende Beitrag geht den Fragen nach, in welchem Umfang die Schüler:innen in den Zielvereinbarungsprozess eingebunden werden und ob die Art der Ziele dabei eine Rolle spielt. Dazu wurden 63 Videoaufnahmen von Lernentwicklungsgesprächen in der Jahrgangsstufe 2, in denen insgesamt 105 Ziele vereinbart wurden, mittels quantitativer Inhaltsanalyse ausgewertet. Es zeigt sich, dass die Kinder überwiegend in den Prozess der Zielvereinbarung eingebunden sind – jedoch mehr in der Phase des Zielvorschlags und weniger in der Phase der Anpassung/Festlegung des Ziels. Zudem sind die Kinder eher bei fachbezogenen als bei überfachlichen Zielen eingebunden. Die Ergebnisse werden diskutiert und weitere Forschungsdesiderata werden aufgezeigt.

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Lernentwicklungsgespräche und die Entwicklung motivationaler Aspekte des Lernens

Cited by 4 publications

References 27 publications

Development of Self-Concept in Multi-Grade 3rd and 4th Classes

Development of Self-Concept in Multi-Grade 3rd and 4th Classes

Beurteilungsmöglichkeiten am Lernort Schule

Ist mein Ziel wirklich „mein“ Ziel?

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