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Originalarbeit

Prädiktoren der Kompetenzwahrnehmung von Schülerinnen und Schülern im Biologieunterricht

Published Online:April 22, 2020https://doi.org/10.1024/1010-0652/a000276

Abstract

Zusammenfassung. Die Befriedigung des psychologischen Grundbedürfnisses nach Kompetenz wird gemäß der Selbstbestimmungstheorie als essentiell für erfolgreiche Lernprozesse angenommen. Im Forschungsfeld Schule werden zumeist kontextuelle Bedingungen zur Befriedigung dieses Bedürfnisses beschrieben. Hierbei wird häufig nicht berücksichtigt, dass sich auch individuelle Voraussetzungen der Schülerinnen und Schüler auf ihre Kompetenzwahrnehmung auswirken. In einer ersten Studie wurden daher mögliche Prädiktoren der episodischen Kompetenzwahrnehmung von Schülerinnen und Schülern, die sowohl kontextbezogene als auch individuelle Voraussetzungen abbilden, in einer Unterrichtseinheit im Biologieunterricht untersucht. 172 Schülerinnen und Schüler der sechsten Jahrgangsstufe erhielten hierfür eine Unterrichtseinheit zum Thema Ernährung und Verdauung. Im Vortest wurden die domänenspezifische Kompetenzwahrnehmung der Schülerinnen und Schüler sowie ihr Vorwissen über den Lerngegenstand der Unterrichtseinheit erfasst. Im Nachtest wurden die episodische Autonomiewahrnehmung der Schülerinnen und Schüler sowie ihre episodische Kompetenzwahrnehmung erhoben. Die Regressionsanalyse bestätigte die episodische Autonomiewahrnehmung der Schülerinnen und Schüler sowie ihre domänenspezifische Kompetenzwahrnehmung als Prädiktoren ihrer episodischen Kompetenzwahrnehmung. In Einklang mit den Befunden der ersten Studie wird in der Selbstbestimmungstheorie angenommen, dass autonomieförderliche Maßnahmen zur Befriedigung des Bedürfnisses nach Kompetenz beitragen können. Diese Annahme wurde im Kontext Schule bisher selten überprüft. Zielvariablen in der Untersuchung der Wirksamkeit autonomieförderlicher Maßnahmen sind zumeist motivationale Qualitäten, das Engagement oder die Leistung von Schülerinnen und Schülern. Eine zweite Studie wurde daher konzipiert, in der autonomieförderliche Maßnahmen entwickelt und bezüglich ihrer Auswirkungen auf die episodische Kompetenzwahrnehmung von Schülerinnen und Schülern evaluiert wurden. 103 Schülerinnen und Schüler wurden hierfür von einer autonomieförderlichen Lehrperson unterrichtet, während 92 Schülerinnen und Schüler Unterricht bei einer kontrollierenden Lehrperson erhielten. Die Unterrichtseinheit war inhaltlich und methodisch identisch zur ersten Studie gestaltet. Unsere Ergebnisse zeigen das Treatment und die domänenspezifische Kompetenzwahrnehmung als Prädiktoren der episodischen Kompetenzwahrnehmung auf. Zudem konnte die motivationale Regulation, jedoch nicht das Treatment als Prädiktor des Interesses und Vergnügens bestätigt werden.


Predictors of students' perceived competence in biology lessons

Abstract. According to self-determination theory, the satisfaction of the basic need for competence is essential for successful learning. In the field of school research, mostly contextual conditions for satisfying this need are described. It is often not taken into account that students' individual prerequisites also affect their perceived competence. In a first study, possible predictors of students' perceived episodic competence, which reflect both context-related and individual prerequisites, were therefore investigated in a teaching unit in biology. For this investigation, 172 six graders participated in a teaching unit on nutrition and digestion. In the pretest, students' perceived domain-specific competence and their prior knowledge about the topic of the teaching unit were examined. In the posttest, students' perceived episodic autonomy and their perceived episodic competence were assessed. The regression analysis confirmed the students' perceived episodic autonomy and their perceived domain-specific competence as predictors of their perceived episodic competence. In line with the findings of the first study, self-determination theory assumes that autonomy-supportive measures enable the satisfaction of the need for competence. This assumption has rarely been tested in the school context. Target variables in the investigation of the effectiveness of these measures are mostly students' qualities of motivation, their engagement or their performance. A second study was therefore designed in which autonomy-supportive measures were developed and evaluated with regard to their effects on the students' perception of episodic competence. 103 students had a teacher who behaved autonomy-supportively whereas 92 students had a controlling teacher. The teaching unit was thematically and methodically identical to the unit in the first study. Our results show that the treatment and the perceived domain-specific competence are predictors of the perceived episodic competence. In addition, the motivational regulation but not the treatment could be confirmed as a predictor of interest and enjoyment.

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