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Knowledge acquisition comprises various processes. Each of those has its dedicated research domain. Two examples are the relations between knowledge types and the influences of person-related variables. Furthermore, the transfer of knowledge is another crucial domain in educational research. I investigated these three processes through secondary analyses in this dissertation. Secondary analyses comply with the broadness of each field and yield the possibility of more general interpretations. The dissertation includes three meta-analyses: The first meta-analysis reports findings on the predictive relations between conceptual and procedural knowledge in mathematics in a cross-lagged panel model. The second meta-analysis focuses on the mediating effects of motivational constructs on the relationship between prior knowledge and knowledge after learning. The third meta-analysis deals with the effect of instructional methods in transfer interventions on knowledge transfer in school students. These three studies provide insights into the determinants and processes of knowledge acquisition and transfer. Knowledge types are interrelated; motivation mediates the relation between prior and later knowledge, and interventions influence knowledge transfer. The results are discussed by examining six key insights that build upon the three studies. Additionally, practical implications, as well as methodological and content-related ideas for further research, are provided.
The dissertation includes three published articles on which the development of a theoretical model of motivational and self-regulatory determinants of the intention to comprehensively search for health information is based. The first article focuses on building a solid theoretical foundation as to the nature of a comprehensive search for health information and enabling its integration into a broader conceptual framework. Based on subjective source perceptions, a taxonomy of health information sources was developed. The aim of this taxonomy was to identify most fundamental source characteristics to provide a point of reference when it comes to relating to the target objects of a comprehensive search. Three basic source characteristics were identified: expertise, interaction and accessibility. The second article reports on the development and evaluation of an instrument measuring the goals individuals have when seeking health information: the ‘Goals Associated with Health Information Seeking’ (GAINS) questionnaire. Two goal categories (coping focus and regulatory focus) were theoretically derived, based on which four goals (understanding, action planning, hope and reassurance) were classified. The final version of the questionnaire comprised four scales representing the goals, with four items per scale (sixteen items in total). The psychometric properties of the GAINS were analyzed in three independent samples, and the questionnaire was found to be reliable and sufficiently valid as well as suitable for a patient sample. It was concluded that the GAINS makes it possible to evaluate goals of health information seeking (HIS) which are likely to inform the intention building on how to organize the search for health information. The third article describes the final development and a first empirical evaluation of a model of motivational and self-regulatory determinants of an intentionally comprehensive search for health information. Based on the insights and implications of the previous two articles and an additional rigorous theoretical investigation, the model included approach and avoidance motivation, emotion regulation, HIS self-efficacy, problem and emotion focused coping goals and the intention to seek comprehensively (as outcome variable). The model was analyzed via structural equation modeling in a sample of university students. Model fit was good and hypotheses with regard to specific direct and indirect effects were confirmed. Last, the findings of all three articles are synthesized, the final model is presented and discussed with regard to its strengths and weaknesses, and implications for further research are determined.
In sechs Primar- und zwei Sekundarschulen wurde eine dreimonatige leistungsmotivationsbezogene Intervention mit Schülerinnen und Schülern in sieben Jahrgangsstufen durchgeführt. Die Intervention umfasste 25,5 Zeitstunden und basierte auf einem Training, welches neben didaktischen Impulsen für Lehrpersonen vor allem die Stärkung der Schülerinnen und Schüler im Hinblick auf Selbstwahrnehmung, Selbstwirksamkeitserwartungen, Kausalattribuierung von Erfolgen bzw. Misserfolgen, soziale Beziehungen und Zielsetzung intendierte. Die beiden zugrundeliegenden Hypothesen der Studie formulieren die Erwartungen, dass nach Abschluss der Intervention erstens die Leistungsmotivation und zweitens auch das Wohlbefinden (Flourishing) der Schülerinnen und Schüler nachhaltig ansteigt. Es fanden Erhebungen zu drei Messzeitpunkten (Pre- und Posttest, Follow-Up sechs Monate nach Beendigung der Intervention) statt. Beide Hypothesen wurden in der empirischen Evaluation (RM-ANOVA) nicht bestätigt. Ergänzende explorative Untersuchungen (t-Tests und Clusteranalysen) zeigten vereinzelte Tendenzen in Richtung der Hypothesen, sind jedoch nicht aussagekräftig. Aufgrund dieser Befunde wurde im Anschluss an die Studie eine qualitative Inhaltsanalyse des schriftlichen Feedbacks der beteiligten Lehrpersonen durchgeführt. Hierbei konnten fünf erfolgskritische Faktoren (Commitment der Lehrpersonen, Anstrengungsgrad, Rolle der Schülerinnen und Schüler, Projektorganisation, sowie Inhalt und Methodik der Intervention) identifiziert werden, deren Beachtung für das Gelingen von positiv-psychologischen Interventionen in Organisationen unerlässlich erscheinen. Die Befunde der qualitativen Inhaltsanalyse führen schließlich zu der Annahme, dass aufgrund fehlender Programmintegrität keine Aussage über die tatsächliche Wirksamkeit des Trainings getroffen werden kann. Die Arbeit endet mit Empfehlungen zur optimalen Gestaltung positiv-psychologischer Interventionen in Bildungsorganisationen.