Filtern
Erscheinungsjahr
- 2022 (2) (entfernen)
Sprache
- Englisch (2) (entfernen)
Volltext vorhanden
- ja (2) (entfernen)
Schlagworte
- Action vs. State Orientation (1)
- Effektivität (1)
- Handlungsorientierung (1)
- Individuum (1)
- Intention Enactment (1)
- Knowledge (1)
- Learning (1)
- Meta-Analysis (1)
- Metaanalyse (1)
- Motivation (1)
Institut
- Fachbereich 1 (2) (entfernen)
The present dissertation was developed to emphasize the importance of self-regulatory abilities and to derive novel opportunities to empower self-regulation. From the perspective of PSI (Personality Systems Interactions) theory (Kuhl, 2001), interindividual differences in self-regulation (action vs. state orientation) and their underlying mechanisms are examined in detail. Based on these insights, target-oriented interventions are derived, developed, and scientifically evaluated. The present work comprises a total of four studies which, on the one hand, highlight the advantages of a good self-regulation (e.g., enacting difficult intentions under demands; relation with prosocial power motive enactment and well-being). On the other hand, mental contrasting (Oettingen et al., 2001), an established self-regulation method, is examined from a PSI perspective and evaluated as a method to support individuals that struggle with self-regulatory deficits. Further, derived from PSI theory`s assumptions, I developed and evaluated a novel method (affective shifting) that aims to support individuals in overcoming self-regulatory deficits. Thereby affective shifting supports the decisive changes in positive affect for successful intention enactment (Baumann & Scheffer, 2010). The results of the present dissertation show that self-regulated changes between high and low positive affect are crucial for efficient intention enactment and that methods such as mental contrasting and affective shifting can empower self-regulation to support individuals to successfully close the gap between intention and action.
The ability to acquire knowledge helps humans to cope with the demands of the environment. Supporting knowledge acquisition processes is among the main goals of education. Empirical research in educational psychology has identified several processes mediated through that prior knowledge affects learning. However, the majority of studies investigated cognitive mechanisms mediating between prior knowledge and learning and neglected that motivational processes might also mediate the influence. In addition, the impact of successful knowledge acquisition on patients’ health has not been comprehensively studied. This dissertation aims at closing knowledge gaps on these topics with the use of three studies. The first study is a meta-analysis that examined motivation as a mediator of individual differences in knowledge before and after learning. The second study investigated in greater detail the extent to which motivation mediated the influence of prior knowledge on knowledge gains in a sample of university students. The third study is a second-order meta-analysis synthesizing the results of previous meta-analyses on the effects of patient education on several health outcomes. The findings of this dissertation show that (a) motivation mediates individual differences in knowledge before and after learning; (b) interest and academic self-concept stabilize individual differences in knowledge more than academic self-efficacy, intrinsic motivation, and extrinsic motivation; (c) test-oriented instruction closes knowledge gaps between students; (d) students’ motivation can be independent of prior knowledge in high aptitude students; (e) knowledge acquisition affects motivational and health-related outcomes; and (f) evidence on prior knowledge and motivation can help develop effective interventions in patient education. The results of the dissertation provide insights into prerequisites, processes, and outcomes of knowledge acquisition. Future research should address covariates of learning and environmental impacts for a better understanding of knowledge acquisition processes.