Motivierende Wirkungen beruflicher Identitätsideale
Zur Bedeutung von Zielbindung und SelbstwirksamkeitserwartungenMotivational Effects of Vocational Identity Ideals: The Importance of Goal Commitment and Self-Efficacy
Abstract
Zusammenfassung: In einer Stichprobe von Lehramtsstudierenden wurde die Bedeutung der Bindung an berufliche Ziele sowie experimentell induzierter Erwartungen der Selbstwirksamkeit für motivationale Effekte von beruflichen Identitätsidealen untersucht. Die Teilnehmer gaben an, wie sehr sie sich dem Ziel, Lehrer zu werden, verbunden fühlten, und wurden dann gebeten, Merkmale idealer Lehrer zu beschreiben. Jeweils die Hälfte von ihnen fokussierte entweder erreichbare oder unerreichbare Merkmale dieses Ideals. Probanden einer Kontrollgruppe beschrieben einen idealen Schüler. Danach wurde eine Serie von sozialen Problemen vorgelegt, die für die Berufstätigkeit von Lehrern entweder relevant oder irrelevant waren. Die Teilnehmer erhielten 15 min Zeit, um für eine Anzahl frei wählbarer Probleme Lösungen zu unterbreiten. Teilnehmer, die erreichbare Merkmale ihres Ideals fokussierten und sich zudem dem Beruf eines Lehrers verpflichtet fühlten, investierten von allen Probanden den größten Anteil an Zeit für berufsrelevante Probleme. Demgegenüber tendierten Teilnehmer, die unerreichbare Attribute ihres Ideals fokussierten und sich zudem dem Lehrerberuf wenig verpflichtet fühlten, zur Vermeidung berufsrelevanter Aufgaben.
Summary: In a sample of students enrolled in teacher education programs, we investigated the role of vocational commitments and experimentally induced expectancies of self-efficacy in predicting motivational effects of idealized job identities. After they had indicated the extent to which they were committed to the goal of becoming a teacher, students were asked to specify various attributes characteristic of ideal teachers. Half of them was asked to focus on attainable attributes, whereas the other half was asked to focus on unattainable attributes of ideal teachers. Control participants described an ideal pupil. Students were then administered a series of social competence tasks dealing with problems that were either relevant or irrelevant to the job of a teacher. Students were given 15 min to provide solutions for a number of freely eligible problems. Of all participants, students who focused on attainable attributes of ideal teachers and were also highly committed to the goal of becoming a teacher spent the highest proportion of time at teacher-relevant problems. In contrast, students who selectively focused on unattainable attributes and who also lacked a sense of commitment to their vocational goals tended to avoid working on teacher-relevant tasks.
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