Predicting students' cognitive learning activity and intrinsic learning motivation: how powerful are teacher statements, student pro fi les, and gender?

Autor/inn/en	Jurik, Verena; Gröschner, Alexander; Seidel, Tina
Titel	Predicting students' cognitive learning activity and intrinsic learning motivation: how powerful are teacher statements, student pro fi les, and gender?
Quelle	In: Learning and individual differences, (2014) 32, S. 132-139Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2014.01.005
Schlagwörter	Schüler-Lehrer-Beziehung; Kognitives Lernen; Didaktik; Video; Unterricht
Abstract	Verbal teacher-student interactions and student characteristics are meaningful for student learning and motivation. In this study, we investigated how teacher questions and feedback in relation to individual student characteristics and gender predict cognitive learning activity and intrinsic learning motivation. The sample included N = 79 randomly selected high school physics classrooms in Germany and Switzerland. Individual student characteristics (cognitive abilities, pre-knowledge, self-concept, and interest) were assessed at the beginning of the school year to identify five student profiles. Four months later, a teaching unit was videotaped in the same classrooms. After the teaching unit was videotaped, a questionnaire on cognitive learning activity and intrinsic learning motivation was administered. Two-level hierarchical models showed that deep-reasoning teacher questions and feedback positively predicted both dependent variables and the student profiles revealed predictive power for both aspects. Girls reported less cognitive learning activity. Our results indicate that teaching skills should be fostered to enhance teachers in asking questions and providing feedback. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2018/2