Abstract
Zusammenfassung. Vor dem Hintergrund der Selbstbestimmungstheorie untersuchten wir die reziproken Zusammenhänge zwischen Intrinsischer Motivation (IM) und Deutschnoten bei Grundschulkindern unter zusätzlicher Berücksichtigung des domänenspezifischen Fähigkeitsselbstkonzepts (FSK). Dazu wurden das FSK, die IM und die Noten von N = 523 Grundschulkindern zu 6 Messzeitpunkten vom Beginn der 3. bis zum Ende der 4. Klasse erfasst. Latente Wachstumskurvenmodelle wiesen auf interindividuelle Unterschiede im Abfall der Konstrukte hin. Zudem zeigte sich ein positiver Zusammenhang zwischen den Veränderungen des FSKs, der IM und der Note. Latente cross-lagged Modelle zeigten, dass sich Noten auf die Veränderung des FSKs auswirkten (skill-development Effekte). Noten hatten hingegen allenfalls geringe direkte und keine über das FSK vermittelten Effekte auf die Veränderung der IM. Dies zeigt, dass Noten in Bezug auf die differentielle Entwicklung der IM in der Grundschule eher eine untergeordnete Rolle spielen. Implikationen für die zukünftige Forschung und die pädagogische Praxis werden diskutiert.
Abstract. Based on theoretical assumptions made by self-determination theory, we investigated reciprocal relations between elementary schoolchildren's intrinsic motivation (IM) and grades in German, while also taking children's domain-specific ability self-concept (ASC) into account. ASC, IM, and grades of N = 523 German elementary schoolchildren were assessed at 6 measurement occasions from the beginning of 3rd to the end of 4th grade. Results of latent growth curve models revealed interindividual differences in the decline of constructs. Moreover, the trajectories of children's ASC, IM, and grades were positively correlated. Results of latent cross-lagged models indicated that prior grades affected students' subsequent ASC (skill-development effects). By contrast, grades had only weak direct effects and no indirect effects via ASC on change in students' IM. These results suggest that grades might play a minor role for the variability in trajectories of children's IM. Results are discussed with regard to theoretical and practical implications.
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