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- Leistungsmotivation (2) (entfernen)
Theoretical and empirical research assumes a negative development of student achievement motivation over the course of their school careers (i.e., mean-level declines of achievement motivation). However, the exact magnitude of this motivational change remains elusive and it is unclear whether different motivational constructs show similar developmental trends. Furthermore, it is unknown whether motivational declines are related to a particular school stage (i.e., elementary, middle, or high school) or the school transition, and which additional changes are associated with motivational decreases (e.g., changes in student achievement). Finally, previous research has remained inconsistent regarding the question whether ability grouping of students helps prevent motivational declines or results in additional motivational “costs” for students.
This dissertation presents three articles that were designed to address these research questions. In Article 1, a meta-analysis based on 107 independent longitudinal studies investigated student mean-level changes in self-esteem, academic self-concept, academic self-efficacy, intrinsic motivation, and achievement goals from first to 13th grade. Article 2 comprised two longitudinal studies with German adolescents (Study: n = 745 students assessed in four waves in grades 5-7; Study 2: n = 1420 students assessed in four waves in grades 5-8). Both longitudinal studies investigated the separate and the joint development of achievement goals, interest, and achievement in math. In Article 3, a longitudinal study (n = 296 high-ability students assessed in four waves in grades 5-7) investigated the effects of full-time ability grouping on student development of academic self-concept and achievement in math.
The meta-analysis revealed significant decreases in math and language academic self-concept, intrinsic motivation, and mastery and performance-approach goals, whereas no significant changes in self-esteem, general academic self-concept, academic self-efficacy, and performance-avoidance goals were found. Interestingly, motivational declines were not related to school stage or school transition. In Article 2, decreases in interest and mastery, performance-approach, and performance-avoidance goals were indicated by both longitudinal studies. Development of mastery and performance-approach goals was positively related or unrelated to development in interest and achievement, whereas development of performance-avoidance goals was negatively related or unrelated to development of interest and achievement. Finally, the longitudinal study in Article 3 revealed no significant change in student academic self-concept in math over time. Ability grouping showed no positive or negative effects on student academic self-concept. However, high-ability students that were grouped together demonstrated greater gains in their achievement than high-ability students in regular classes.
Teamwork is ubiquitous in the modern workplace. However, it is still unclear whether various behavioral economic factors de- or increase team performance. Therefore, Chapters 2 to 4 of this thesis aim to shed light on three research questions that address different determinants of team performance.
Chapter 2 investigates the idea of an honest workplace environment as a positive determinant of performance. In a work group, two out of three co-workers can obtain a bonus in a dice game. By misreporting a secret die roll, cheating without exposure is an option in the game. Contrary to claims on the importance of honesty at work, we do not observe a reduction in the third co-worker's performance, who is an uninvolved bystander when cheating takes place.
Chapter 3 analyzes the effect of team size on performance in a workplace environment in which either two or three individuals perform a real-effort task. Our main result shows that the difference in team size is not harmful to task performance on average. In our discussion of potential mechanisms, we provide evidence on ongoing peer effects. It appears that peers are able to alleviate the potential free-rider problem emerging out of working in a larger team.
In Chapter 4, the role of perceived co-worker attractiveness for performance is analyzed. The results show that task performance is lower, the higher the perceived attractiveness of co-workers, but only in opposite-sex constellations.
The following Chapter 5 analyzes the effect of offering an additional payment option in a fundraising context. Chapter 6 focuses on privacy concerns of research participants.
In Chapter 5, we conduct a field experiment in which, participants have the opportunity to donate for the continuation of an art exhibition by either cash or cash and an additional cashless payment option (CPO). The treatment manipulation is completed by framing the act of giving either as a donation or pay-what-you-want contribution. Our results show that donors shy away from using the CPO in all treatment conditions. Despite that, there is no negative effect of the CPO on the frequency of financial support and its magnitude.
In Chapter 6, I conduct an experiment to test whether increased transparency of data processing affects data disclosure and whether the results change if it is indicated that the implementation of the GDPR happened involuntarily. I find that increased transparency raises the number of participants who do not disclose personal data by 21 percent. However, this is not the case in the involuntary-signal treatment, where the share of non-disclosures is relatively high in both conditions.