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Ein methodenintegratives Interventionsprojekt zur Selbstregulation von Schülerinnen und Schülern

A mixed methods intervention project on self-regulation abilities of students
[journal article]

Kiegelmann, Mechthild
Baumann, Nicola

Abstract

"Schülerinnen und Schüler der 11. gymnasialen Klassenstufe sollten durch ein Interventionsprojekt in ihrer Fähigkeit zur Selbstmotivierung gefördert werden. Die Wirksamkeit der Intervention wurde durch ein methodenintegratives Vorgehen evaluiert. Quantitative Effekte wurden durch Fragebogen u... view more

"Schülerinnen und Schüler der 11. gymnasialen Klassenstufe sollten durch ein Interventionsprojekt in ihrer Fähigkeit zur Selbstmotivierung gefördert werden. Die Wirksamkeit der Intervention wurde durch ein methodenintegratives Vorgehen evaluiert. Quantitative Effekte wurden durch Fragebogen und nicht-reaktive Reaktionszeitmaße im Computer-Experiment erfasst. Qualitative Daten wurden per Interview erhoben. Gegenstand der qualitativen Untersuchung waren Erfahrungen der Schüler und Schülerinnen mit deren schulbezogenen Selbstmotivierungsfähigkeiten. Die Ergebnisse zeigten übereinstimmend, dass gerade Schülerinnen und Schüler mit anfänglichem Selbstmotivierungsdefizit von der Intervention in den Reaktionszeitmaßen profitierten. Dabei zeigten sich allerdings Dissoziationen zwischen Wissen und Tun: Die Schülerinnen und Schüler mit anfänglichem Selbstmotivierungsdefizit konnten schwierige Absichten im Computer-Experiment nach der Intervention signifikant leichter in die Tat umsetzen als vor der Intervention (Tun). Im Fragebogen berichteten sie jedoch keine signifikanten Veränderungen ihrer Selbstmotivierungsfähigkeiten (Wissen). Auch in den qualitativen Analysen zeigten sich Dissoziationen zwischen Wissen und Tun. Die Ergebnisse aus der Integration beider Verfahren sind ein Beleg für die Annahme, dass Selbstmotivierung intuitiv erfolgen kann." (Autorenreferat)... view less


"High school students (grade 11) were to be supported by an educational intervention to strengthen their ability for self motivation. The effects of the intervention were evaluated via an approach that integrates quantitative and qualitative methods. Quantitative effects were measured by paper... view more

"High school students (grade 11) were to be supported by an educational intervention to strengthen their ability for self motivation. The effects of the intervention were evaluated via an approach that integrates quantitative and qualitative methods. Quantitative effects were measured by paper and pencil surveys and by using nonreactive measures of reaction time in a computer based experiment. Qualitative data were collected by interview. Descriptions of experiences with the intervention as well as the students’ school relevant abilities for self motivation were in the center of the qualitative part. Results show in both data sets that who benefitted from the intervention in the reaction time measures were those high school students that initially showed a deficit in self motivation. However, dissociations showed between knowing and doing: After the intervention it was those students with initial deficit in self motivation who were more able to put into practice challenging intentions in the computer experiment (action). In the survey, however, they did not express significant changes in their abilities for self motivation (knowledge). Similarly, the qualitative analyses showed dissociations between action and knowledge. Results of both methods are compatible to the assumption that self motivation can be intuitive." (author's abstract)... view less

Keywords
pupil; female pupil; secondary school (Gymnasium); motivation; self-control; academic achievement; measurement; method; intuition

Classification
Developmental Psychology
Methods and Techniques of Data Collection and Data Analysis, Statistical Methods, Computer Methods

Method
empirical; qualitative empirical; quantitative empirical

Free Keywords
intuitive Selbstregulation; Selbstmotivierung; Stroop-Aufgabe

Document language
German

Publication Year
2011

Page/Pages
25–45 p.

Journal
Zeitschrift für Qualitative Forschung, 12 (2011) 1

ISSN
1438-8324

Status
Published Version; peer reviewed

Licence
Creative Commons - Attribution-ShareAlike 4.0


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© 2007 - 2025 Social Science Open Access Repository (SSOAR).
Based on DSpace, Copyright (c) 2002-2022, DuraSpace. All rights reserved.