Negative Veränderungen von Zielorientierungen über Schülergenerationen hinweg: Ein10-Jahresvergleich der SELLMO

Spinath, Birgit; Kriegbaum, Katharina; Stiensmeier‐Pelster, Joachim; Schöne, Claudia; Dickhäuser, Oliver

doi:10.1024/1010-0652/a000185

Cited by 16 publications

(21 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For all measures of the study sample N = 208. Data for the reference samples was taken form the following sources: Need for Cognition (Schindler et al, 2019), Learning Motivation (Spinath et al, 2002), Test Anxiety (Hodapp, 1991), Error Orientation (Rybowiak et al, 1999).…”

Section: Methodsmentioning

confidence: 99%

“…Learning and Performance Motivation. Participants' learning and performance motivation was assessed with the SELLMO-ST inventory (Spinath et al, 2002) that contains 31 self-describing statements about learning motivation rated on a 5-point scale. The items are sorted into four subscales: Learning Goals, Approach Performance Goals, Avoidance Performance Goals, and Tendency to Avoid Work.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

The Testing Effect in the Lecture Hall: Does it Depend on Learner Prerequisites?

Glaser

Richter

2022

Psychology Learning & Teaching

View full text Add to dashboard Cite

The benefits of practice testing for long-term learning are well established in many contexts. However, little is known about learner characteristics that might moderate its effectiveness. The effects of practice tests might depend on individual prerequisites for learning, especially in real-world educational settings. We explored whether the effects of practice testing in a regular university lecture would depend on cognitive (e.g., prior knowledge), motivational (e.g., learning motivation), or emotional (test anxiety) dispositions. We implemented an experimental intervention design in psychology courses for teacher students ( N = 208). One week before the lecture, focal learner characteristics were assessed. Immediately after the lecture, participants completed an online review session with short-answer questions (practice testing with corrective feedback) or summarizing statements (restudy), alternating within each participant. One week later, retention of learning contents was assessed with a criterial test containing short-answer and multiple-choice questions. A testing effect emerged (ηp² = .07), with better retention for the tested compared with the restudied contents. Some learner characteristics affected learning outcomes, but no interactions with testing vs. restudy occurred. These results suggest that the testing effect in the university classroom is a robust phenomenon that benefits learning irrespective of primary individual learning prerequisites.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The Testing Effect in the Lecture Hall: Does it Depend on Learner Prerequisites?

Glaser

Richter

2022

Psychology Learning & Teaching

View full text Add to dashboard Cite

show abstract

“…The scales for the assessment of learning and performance motivation (Spinath et al, 2002); orig. "Skalen zur Erfassung der Lern-und Leistungsmotivation" (SELLMO-S) were adapted to measure learning motivation.…”

Section: Learning Motivationmentioning

confidence: 99%

Data from the German TwinLife Study: Genetic and Social Origins of Educational Predictors, Processes, and Outcomes

Rohm¹,

Andreas²,

Deppe³

et al. 2023

JOPD

View full text Add to dashboard Cite

The major aim of the German TwinLife study is the investigation of gene-environment interplay driving educational and other inequalities across developmental trajectories from childhood to early adulthood. TwinLife encompasses an 8-year longitudinal, cross-sequential extended twin family design with data from same-sex twins of four age cohorts (5, 11, 17, and 23 years) and their parents, as well as their non-twin siblings, partners, and children, if available, altogether containing N = 4,096 families. As such, TwinLife includes unique and openly accessible data that allows, but is not limited to, genetically informative and environmentally sensitive research on sources of inequalities regarding educational attainment, school achievement, and skill development.

show abstract

“…We assessed participants' studying attitudes and behaviors in the next block, including their studying habits, intention to quit their degree, and their integration in relevant student associations, with an additional set of questions on perceived differences in scientific aptitude between men and women. Participants' work motivations were assessed with the German version of the SELLMO (Spinath et al, 2002;Wilbert, 2011).…”

Section: Figmentioning

confidence: 99%

Reprint of: The Swiss StudentLife Study: Investigating the emergence of an undergraduate community through dynamic, multidimensional social network data

et al. 2022

View full text Add to dashboard Cite

Negative Veränderungen von Zielorientierungen über Schülergenerationen hinweg: Ein10-Jahresvergleich der SELLMO

Cited by 16 publications

References 9 publications

The Testing Effect in the Lecture Hall: Does it Depend on Learner Prerequisites?

The Testing Effect in the Lecture Hall: Does it Depend on Learner Prerequisites?

Data from the German TwinLife Study: Genetic and Social Origins of Educational Predictors, Processes, and Outcomes

Reprint of: The Swiss StudentLife Study: Investigating the emergence of an undergraduate community through dynamic, multidimensional social network data

Contact Info

Product

Resources

About