Lernmotivation und Lernstrategien als Bedingungen der Studienleistung

Schiefele, Ulrich; Streblow, Lilian; Ermgassen, Ulrich; Moschner, Barbara

doi:10.1024//1010-0652.17.34.185

Cited by 80 publications

(28 citation statements)

References 15 publications

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“…Although SRL is deemed to be essential for academic success, studies have not been able to attribute a substantial proportion of the variance in academic performance to SRL (see Schiefele et al, 2003). The reason for this may be rooted in conceptual or methodological issues.…”

Section: Discussionmentioning

confidence: 99%

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

et al. 2017

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University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being.

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Section: Discussionmentioning

confidence: 99%

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

et al. 2017

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“…This negative effect does not occur when it comes to the learning of simple facts and when deep understanding is not involved (see below). Furthermore, there is evidence that intrinsically motivated learners make more use of learning strategies and invest more effort in learning than extrinsically motivated learners (Deci & Ryan, 1985;Deci, Vallerand, Pelletier, & Ryan, 1991;Pintrich & Schunk, 2002;Schiefele & Schreyer, 1994).…”

Section: Intrinsic and Extrinsic Motivationmentioning

confidence: 98%

The effect of experimental manipulation of student motivation on the situational representation of text

Schaffner

Schiefele

2007

Learning and Instruction

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“…Interest is acknowledged as an important affective variable in the learning process, because it can affect students' attention, goals, and levels of learning (see Hidi & Renninger, 2006, for a summary). Furthermore, it is closely connected to strategy use (Schiefele & Schreyer, 1994), self-regulation (Pintrich, 1999), performance goals (Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer, 2008) and achievement in mathematics (Fisher, Dobbs-Oates, Doctoroff, & Arnold, 2012;Köller, Baumert, & Schnabel, 2001;Schiefele, Krapp, & Schreyer, 1993). According to the selfdetermination theory of human motivation and the person-object theory of interest, it emerges from an individual's interaction with the environment and therefore represents a specific person-object relationship (Hidi & Renninger, 2006;Krapp, 2005).…”

Section: Interestmentioning

confidence: 99%

Multiple Solutions, The Experience of Competence, and Interest

Achmetli

Schukajlow

2019

ICME-13 Monographs

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In the project MultiMa, we have been investigating how students' learning is affected when they construct multiple solutions while solving real-world problems by applying multiple mathematical procedures. Three hundred seven ninth graders from twelve middle-track classes took part in this study involving four lessons. We tested students' experience of competence during the teaching unit as well as students' interest before and after the teaching unit. The results indicate that constructing multiple solutions has a positive influence on students' experience of competence but no effect on their interest in mathematics.

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Lernmotivation und Lernstrategien als Bedingungen der Studienleistung

Cited by 80 publications

References 15 publications

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

The effect of experimental manipulation of student motivation on the situational representation of text

Multiple Solutions, The Experience of Competence, and Interest

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