Die vorliegende Studie untersucht erstmalig den Prozess der Fremdselektion durch Lehrende bei der Auswahl von Schüler/innen für Bildungsinterventionen, die das Ziel haben, soziale Ungleichheit beim ...Übergang zur Hochschule zu reduzieren. Hierfür wird die Frage diskutiert, inwieweit den Zielen entsprechend Schüler/innen ohne akademischen Hintergrund Zugang zu einer spezifischen Bildungsintervention erhalten. Mittels einer teils explorativen Studie wird untersucht, inwiefern sich die von den Lehrenden für ein Programm ausgewählten Schüler/innen von den nicht ausgewählten Schüler/innen unterscheiden. Dazu werden mithilfe von Entscheidungsbaumanalysen Daten von 1129 Schüler/innen der Sekundarstufe II in 28 Schulen (darunter 23 Gymnasien und 5 Gesamtschulen) betrachtet. Entgegen der Zielstellung der untersuchten Bildungsintervention war der Bildungshintergrund der Eltern kein bedeutendes Differenzierungsmerkmal. So zeigen die Ergebnisse, dass an Gymnasien die schulische Leistung und an Gesamtschulen die schulische Motivation die wichtigsten Indikatoren für die Auswahl durch die Lehrenden sind. Random-Forest-Analysen weisen dennoch daraufhin, dass sich die vorgegebenen Nominierungskriterien zum größten Teil auch bei den Differenzierungsmerkmalen der Schüler/innen wiederfinden. Zudem stellen soziales, kulturelles und ökonomisches Kapital der Eltern relevante Differenzierungsmerkmale dar. Am Ende des Beitrags werden die Ergebnisse vor dem Hintergrund der aktuellen Forschungslandschaft zur Wirkungsmessung von Bildungsinterventionen kurz diskutiert.
Allumer la flamme de leurs équipes et la nourrir font partie des préoccupations récurrentes des gestionnaires. Et si la théorie de l’autodétermination était la clé ? Aperçu d’une approche ...scientifique qui a fait ses preuves.
Naoto Chatani
Angewandte Chemie International Edition,
July 3, 2017, 2017-07-03, 20170703, Letnik:
56, Številka:
28
Journal Article
Recenzirano
“My biggest motivation is to discover new reactions or new phenomena that nobody imagined were possible. When I'm frustrated, I have some Sake to make me relax a bit and then get some rest ...” This ...and more about Naoto Chatani can be found on page 8042.
Hedonic-motivation systems (HMS) -- systems used primarily to fulfill users' intrinsic motivations -- are the elephant in the room for IS research. Growth in HMS sales has outperformed ...utilitarian-motivation systems (UMS) sales for more than a decade, generating billions in revenue annually; yet IS research focuses mostly on UMS. In this study, researchers explain the role of intrinsic motivations in systems use and propose the HMS adoption model (HMSAM) to improve the understanding of HMS adoption. The HMSAM extends van der Heijden's (2004) model of hedonic system adoption by including cognitive absorption (CA) as a key mediator of perceived ease of use (PEOU) and of behavioral intentions to use (BIU) HMS. Results from experiments involving 665 participants confirm that, in a hedonic context, CA is a more powerful and appropriate predictor of BIU than PEOU or joy, and that the effect of PEOU on BIU is fully mediated by CA sub-constructs.
This landmark volume offers a collection of conceptual papers and empirical research studies that investigate the dynamics of language learning motivation from a complex dynamic systems perspective. ...The contributors include some of the most well-established scholars from three continents, all addressing the question of how we can understand motivation if we perceive it as continuously changing and evolving rather than as a fixed learner trait. The data-based studies also provide useful research models and templates for graduate students and scholars in the fields of applied linguistics and SLA. This collection of conceptual papers and data-based research studies investigate the dynamics of language learning motivation from a complex dynamic systems perspective. The chapters seek to answer the question of how we can understand motivation if we perceive it as a continuously changing and evolving entity rather than a fixed learner trait.
For successful motivation of professionals, it is important to understand accurately their goals, values and job expectations. Theories of motivation suggest different motives to improve ...productivity, but their effectiveness is not sufficiently validated in case of IT professionals. This study uses empirical data from online surveys of information technology professionals. The purpose of the study is to identify the factors that motivate professionals to work more efficiently, initiatively and productively. The results of the study show that to effectively solve the problem of motivating IT professionals, it is useful to use different theories of motivation, combine these theories and construct new concepts of motivation.
Self-determination theory proposes a multidimensional conceptualization of motivation comprising autonomous and controlled forms. Whereas autonomous motivation relates positively to individuals' ...optimal functioning (e.g., well-being, performance), controlled motivation is less beneficial. To be able to use self-determination theory in the field of organizational behaviour, the Multidimensional Work Motivation Scale was developed and tested using data from 3435 workers in seven languages and nine countries. Factorial analyses indicated that the 19-item scale has the same factor structure across the seven languages. Convergent and discriminant validity tests across the countries also indicate that the psychological needs for autonomy, competence, and relatedness as well as the theoretically derived antecedents to work motivation (e.g., leadership and job design) are predictably related to the different forms of motivation, which in turn are predictably related to important work outcomes (e.g., well-being, commitment, performance, and turnover intentions). Implications for the development of organizational research based on self-determination theory are discussed.
Aktuell rauchen in Deutschland 28,7 % der 18- bis 64-Jährigen (26,1 % der Frauen/31,2 % der Männer). Bei den 12- bis 17-Jährigen liegt die Raucherquote mit 7,4 % auf einem historischen Tiefstand. ...Auch bei den 18- bis 25-Jährigen ist die Raucherquote in den letzten Jahren rückläufig. Sie liegt aktuell bei 26,1 %.Wichtigstes Ziel der bundesweiten Maßnahmen der Bundeszentrale für gesundheitliche Aufklärung (BZgA) in der Tabakprävention ist die Reduzierung der Raucherquote. Hierzu führt die BZgA die „rauchfrei“-Kampagne durch, die sich zielgruppenspezifisch an Jugendliche und Erwachsene richtet. Mit einem eng verzahnten und kontinuierlich überprüften und weiterentwickelten Maßnahmenmix werden die Zielgruppen im Internet, in ihren Lebenswelten (Personalkommunikation) sowie über Medien und Massenkommunikation erreicht. Neben der Information über die Risiken des Rauchens und Passivrauchens spielen hierbei die Motivation zum Rauchstopp und die qualitätsgesicherte Unterstützung bei der Raucherentwöhnung eine wichtige Rolle.Die Maßnahmen der BZgA werden auf der Basis repräsentativer Befragungen zum Rauchverhalten der 12- bis 25-Jährigen, die die BZgA regelmäßig durchführt, überprüft und weiter entwickelt. Auf dieser Grundlage werden neue Produkte, wie E‑Zigaretten, E‑Shishas oder Tabakerhitzer, und neue Konsumtrends, wie der Trend zum Wasserpfeifenrauchen, integriert. Zugangswege zu den Zielgruppen werden vor dem Hintergrund der Digitalisierung der Gesellschaft kontinuierlich überprüft und die gesundheitsförderliche Ausgestaltung von Lebenswelten unterstützt. Insgesamt bietet die „rauchfrei“-Kampagne ein qualitätsgesichertes Maßnahmenspektrum, welches kontinuierlich weiterentwickelt wird.
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and ...further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field's rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages.Self-efficacy in the engaged learner.Parental and social influences on engagement and achievement motivation.The engaging nature of teaching for competency development.The relationship between engagement and high-risk behavior in adolescents.Comparing methods for measuring student engagement.An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy. Sandra L. Christenson, Ph.D., is the Birkmaier Professor of Educational Leadership, Professor of Educational Psychology, and faculty member in the School Psychology Program at the University of Minnesota. Her research focuses on interventions that enhance engagement at school and with learning for marginalized students with and without disabilities. She is particularly interested in the identification of contextual factors that facilitate student engagement and increase the probability for student success in school, and the identification of the effect of family-school partnership variables. Amy L. Reschly, Ph.D., is an associate professor and training director in the School Psychology Program, Department of Educational Psychology Instructional Technology, at the University of Georgia. Areas of expertise include engagement and dropout prevention; working with families and schools to promote student success; and, Curriculum-Based Measurement (CBM) and Problem-Solving. Cathy Wylie, Ph.D., is a Chief Researcher with the New Zealand Council for Educational Research. She has led the longitudinal Competent Learners project since 1993. Her research interests include the interaction between experiences and student development, and identifying policies that best support school capability to provide engaging and productive learning. Her research into policy includes the impact on schools and students of New Zealand national policies, including the shift to self-managed schools since 1989.
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