Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article

Entwicklung und Validierung der Skalen zur motivationalen Regulation beim Lernen

Published Online:June 26, 2015https://doi.org/10.1026/0012-1924/a000137

Abstract

Zusammenfassung. Die vorliegende Studie diente der Entwicklung, psychometrischen Überprüfung und Validierung einer sprachlich vereinfachten Kurzversion der Skalen zur motivationalen Regulation beim Lernen von Schülerinnen und Schülern im Sinne der Selbstbestimmungstheorie der Motivation nach Deci und Ryan (1985). Sowohl aus Gründen der Zeitökonomie als auch für jüngere Schülerinnen und Schüler und Jugendliche mit geringer Lesekompetenz ist die Verwendung von kurzen und besonders einfach formulierten Fragebögen vorteilhaft bzw. angebracht. Die psychometrischen Eigenschaften und die Validität des Fragebogens wurden mit einer Stichprobe von N = 2 854 Schülerinnen und Schülern der 4. Bis 8. Schulstufe in den Fächern Mathematik und Deutsch überprüft. Die psychometrischen Kennwerte der Skalen zur Motivationalen Regulation beim Lernen (SMR-L) sind durchwegs gut. Anhand konfirmatorischer Faktorenanalysen konnte gezeigt werden, dass die postulierte Struktur gut begründet ist, und die Skalen invariant hinsichtlich Schulfach, Geschlecht und Schulstufe sind. Die Korrelationen der SMR-L mit Noten, wahrgenommener Autonomieunterstützung, fachspezifischem Selbstkonzept, Emotionen im Unterricht sowie mit Anstrengungsbereitschaft und Ausdauer sind theoriekonform.


Development and Validation of Scales Measuring Motivational Regulation for Learning

Abstract. This study aimed to develop, psychometrically examine, and validate a verbally simplified brief version of academic self-regulation scales based on self-determination theory according to Deci and Ryan (1985). Using short and simply worded questionnaires is advantageous for young students and inexpert readers and also for time-saving reasons. The psychometric properties and validity of the scales were assessed with 2,854 students from grades 4 to 8 in different school subjects. The scales assessing motivational regulation for learning (SMR-L) show good psychometric properties, a well-defined factor structure, and strong measurement invariance across school subjects, genders, and grades. Associations with achievement, perceived autonomy support, subject-specific self-concept, achievement emotions, as well as effort and persistence are consistent with theoretical assumptions and, thus, support the validity of the scales.

Literatur

  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261 – 271. First citation in articleCrossref, Google Scholar

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191 – 215. First citation in articleCrossref, Google Scholar

  • Bieg, S. & Mittag, W. (2011). Leistungsverbesserungen durch Förderung der selbstbestimmten Lernmotivation. In Dresel, M.Lämmle, L.Hrsg., Motivation, Selbstregulation und Leistungsexzellenz (Talentförderung–Expertiseentwicklung–Leistungsexzellenz, Bd. 9, S. 219 – 236). Münster: LIT. First citation in articleGoogle Scholar

  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464 – 504. First citation in articleCrossref, Google Scholar

  • Corpus, J. H., McClintic-Gilbert, M. S. & Hayenga, A. O. (2009). Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes. Contemporary Educational Psychology, 34, 154 – 166. First citation in articleCrossref, Google Scholar

  • Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum. First citation in articleCrossref, Google Scholar

  • Deci, E. L. & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49, 182 – 185. First citation in articleCrossref, Google Scholar

  • Dweck, C. S. & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256 – 273. First citation in articleCrossref, Google Scholar

  • Gnambs, T. & Hanfstingl, B. (2014). A differential item functioning analysis of the German Academic Self-Regulation Questionnaire for Adolescents. European Journal of Psychological Assessment, 30, 251 – 260. First citation in articleLink, Google Scholar

  • Goetz, T., Cronjaeger, H., Frenzel, A., Lüdtke, O. & Hall, N. C. (2010). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology, 35, 44 – 58. First citation in articleCrossref, Google Scholar

  • Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525 – 538. First citation in articleCrossref, Google Scholar

  • Gottfried, A. E., Fleming, J. S. & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3 – 13. First citation in articleCrossref, Google Scholar

  • Grolnick, W. S., Ryan, R. M. & Deci, E. L. (1991). The inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508 – 517. First citation in articleCrossref, Google Scholar

  • Guay, F., Ratelle, C. F. & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49, 233 – 240. First citation in articleCrossref, Google Scholar

  • Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S. & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80, 711 – 735. First citation in articleCrossref, Google Scholar

  • Hu, L. & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424 – 453. First citation in articleCrossref, Google Scholar

  • Lee, W. & Reeve, J. (2012). Teachers’ estimates of their students’ motivation and engagement: Being in sync with students. Educational Psychology, 32, 727 – 747. First citation in articleCrossref, Google Scholar

  • Lewalter, D. & Krapp, A. (2004). The role of contextual conditions of vocational education for motivational orientations and emotional experiences. European Psychologist, 9, 201 – 221. First citation in articleLink, Google Scholar

  • Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O. & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397 – 416. First citation in articleCrossref, Google Scholar

  • Müller, F. H., Hanfstingl, B. & Andreitz, I. (2007). Skalen zur motivationalen Regulation beim Lernen von Schülerinnen und Schülern: Adaptierte und ergänzte Version des Academic Self-Regulation Questionnaire (SRQ-A) nach Ryan & Connell (Wissenschaftliche Beiträge aus dem Institut für Unterrichts- und Schulentwicklung Nr. 1). Klagenfurt: Alpen-Adria Universität, Institut für Unterrichts- und Schulentwicklung. First citation in articleGoogle Scholar

  • Mullola, S., Ravaja, N., Lipsanen, J., Alatupa, S., Hintsanen, M. & Jokela, M., et al. (2012). Gender differences in teachers’ perceptions of students’ temperament, educational competence, and teachability. British Journal of Educational Psychology, 82, 185 – 206. First citation in articleCrossref, Google Scholar

  • Muthén, L. K. & Muthén, B. O. (1998–2011). Mplus User’s Guide. (6ed)..Los Angeles, CA: Muthén & Muthén. First citation in articleGoogle Scholar

  • Niemiec, C. P. & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133 – 144. First citation in articleCrossref, Google Scholar

  • Pekrun, R., Goetz, T., Julien, S., Zirngibl, A., v. Hofe, R. & Blum, W. (2004). Skalenhandbuch PALMA (Projekt zur Analyse der Leistungsentwicklung in Mathematik): 3. Messzeitpunkt (7. Jahrgangsstufe). Ludwigs-Maximilians-Universität München: Department Psychologie. First citation in articleGoogle Scholar

  • Pekrun, R., Goetz, T., Titz, W. & Pery, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91 – 105. First citation in articleCrossref, Google Scholar

  • Petermann, U. & Petermann, F. (2013). Lehrereinschätzliste für Sozial- und Lernverhalten (LSL, 2., überarbeitete Aufl.) [Manual]. Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Pisa-Konsortium Deutschland (2006). PISA 2003. Dokumentation der Erhebungsinstrumente. Münster: Waxmann. First citation in articleGoogle Scholar

  • Prenzel, M., Sälzer, C., Klieme, E. & Köller, O. (Hrsg.), (2013). PISA 2012. Fortschritte und Herausforderungen in Deutschland. Münster: Waxmann. First citation in articleGoogle Scholar

  • Rakoczy, K., Klieme, E. & Pauli, C. (2008). Die Bedeutung der wahrgenommenen Unterstützung motivationsrelevanter Bedürfnisse und des Alltagsbezugs im Mathematikunterricht für die selbstbestimmte Motivation. Zeitschrift für Pädagogische Psychologie, 22, 25 – 35. First citation in articleLink, Google Scholar

  • Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106, 225 – 236. First citation in articleCrossref, Google Scholar

  • Rheinberg, F. (1989). Zweck und Tätigkeit. Göttingen: Hogrefe. First citation in articleGoogle Scholar

  • Ryan, R. M. & Connell, J. P. (1989). Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Social Psychology, 57, 749 – 761. First citation in articleGoogle Scholar

  • Ryan, R. M. & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25, 54 – 67. First citation in articleCrossref, Google Scholar

  • Ryan, R. M. & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68 – 78. First citation in articleCrossref, Google Scholar

  • Vallerand, R. J. & Ratelle, C. E. (2002). Intrinsic and extrinsic motivation: A hierarchical model. In Deci, E. L.Ryan, R. M.Eds., Handbook of self-determination research (pp. 37 – 63). Rochester: University of Rochester Press. First citation in articleGoogle Scholar

  • Vansteenkiste, M., Soenens, B., Sierens, E., Luyckx, K. & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671 – 688. First citation in articleCrossref, Google Scholar

  • Williams, G. C. & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767 – 779. First citation in articleCrossref, Google Scholar