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Originalarbeit

STUWA: Ein multifaktorielles Inventar zur Erfassung von Studienwahlmotivation

Published Online:https://doi.org/10.1024/1010-0652/a000298

Zusammenfassung: Forschung zu Studienwahlmotivation von Lehramtsaspirantinnen und -aspiranten hat gezeigt, dass verschiedene Motivationen die Studienwahlentscheidung beeinflussen können. Leider mangelt es an reliablen und validen Instrumenten, die verschiedene Facetten von Studienwahlmotivation studienfachübergreifend erfassen. Diese Lücke im testtheoretischen Arsenal der empirischen Bildungsforschung soll durch die Entwicklung eines multifaktoriellen Inventars zur Messung der Studienwahlmotivation (STUWA) geschlossen werden. Das vorgestellte Instrument erfasst fünf in der Selbstbestimmungstheorie der Motivation sowie der Erwartungs-Wert-Theorie fundierte Facetten von Studienwahlmotivation testökonomisch (jeweils drei Items): intrinsische, extrinsisch-materialistische, extrinsisch-soziale, sozial-induzierte und bewältigungsorientierte Studienwahlmotivation. Darüber hinaus ermöglicht es die Erfassung des Ausmaßes, in dem die Studienwahlentscheidung mit Unsicherheit verbunden ist oder alternativenorientiert gegen ein eigentlich aspiriertes Studienfach getroffen wurde. Die Gesamtskala wurde in zwei Studien auf ihre Reliabilität und Validität getestet. In einer ersten Studie (N = 413 Erstsemesterstudierende) ließ sich mit Hilfe explorativer Faktoranalysen eine sieben-faktorielle Skalenstruktur aufzeigen. Diese Struktur konnte in einer zweiten Studie (N = 716 Erstsemesterstudierende) durch eine konfirmatorische Faktoranalyse repliziert werden. Die einzelnen Subskalen zeichnen sich durch akzeptable interne Konsistenz aus. Außerdem zeigten sich bedeutsame Zusammenhänge zwischen einzelnen Facetten der Studienwahlmotivation mit motivationalen Zielorientierungen und der Studienzufriedenheit. Insbesondere intrinsische Studienwahlmotivation zeichnete sich wie erwartet durch ein adaptives Assoziationsmuster aus. Das Ausmaß der unsicheren oder alternativenorientierten Studienwahl zeigte hingegen maladaptive Außenkorrelationen. Des Weiteren ließ sich in der zweiten Studie skalare Messinvarianz für Geschlecht sowie zwischen Studienfächern nachweisen, was auf die Eignung des Instruments für Fachvergleiche hinweist. Entsprechende Vergleiche konnten zeigen, dass sich BWL-Studierende in stärkerem Ausmaß als Studierende anderer Fächer durch eine extrinsisch-materialistische Studienwahlmotivation auszeichnen. Lehramtsstudierende gaben hingegen eher extrinsisch-soziale und sozial-induzierte Studienwahlmotivation an. Die aufgeführten Belege für die Validität des Instruments verdeutlichen seine Eignung für den Einsatz zur studienfachübergreifenden Messung von Studienwahlmotivation. Auch wenn weitere Forschung zur Bedeutung der einzelnen Facetten im Längsschnitt noch aussteht, wird erst durch das präsentierte Instrument solche Forschung (über Lehramtsstudiengänge hinaus) überhaupt möglich.


STUWA: A multi-factorial inventory to measure motivation for enrollment

Abstract: Past research with teacher students showed that motivation for enrollment should be operationalized as a facetted construct. Unfortunately, there is a shortage of reliable and valid instruments to measure different facets of motivation for enrollment outside of teacher education. To solve this problem, we developed a multi-factorial inventory to measure motivation for enrollment (STUWA). The instrument covers the following facets of motivation for enrollment based on self-determination theory and expectancy-value theory: intrinsic, extrinsic-materialistic, extrinsic-social, socially induced and coping-oriented motivation for enrollment. Furthermore, it allows to investigate the degree to which the major choice is associated with insecurity or motivational conflicts. Each subscale contains three items. We tested the reliability and validity of the instrument within two studies. In the first study (N = 413 freshmen), we could provide evidence that a 7-factorial measurement model showed a good model fit within exploratory factor analyses. We replicated this finding in the second study (N = 716 freshmen) with a confirmatory factor analysis. Furthermore, we found significant correlations between the different facets of motivation for enrollment with study satisfaction and achievement goal orientations. Especially intrinsic motivation for enrollment showed an adaptive association pattern, whereas we found a maladaptive pattern for insecurity and motivational conflicts. We also found that the inventory was characterized by scalar measurement invariance regarding gender and different majors, which indicates that the instrument can be used for group comparisons. In line with previous research, we found that business students reported higher extrinsic-materialistic motivation for enrollment than other students. Additionally, teacher students reported more extrinsic-social and social-induced motivation for enrollment. The empirical evidence illustrates the suitability of the STUWA questionnaire for the measurement of motivation for enrollment in a wide range of study programs, which makes further research on the longitudinal impact of different qualities of motivation for enrollment possible.

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