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
Originalarbeiten

Entwicklung und Validierung der Skalen zur motivationalen Regulation beim Lernen im Studium (SMR-LS)

Published Online:February 28, 2018https://doi.org/10.1026/0012-1924/a000201

Abstract

Zusammenfassung. Im vorliegenden Beitrag werden Skalen zur motivationalen Regulation beim Lernen im Studium (SMR-LS) vorgestellt, welche 4 Regulationsstile (intrinsisch, identifiziert, introjiziert, external) im Sinne der Selbstbestimmungstheorie der Motivation nach Deci und Ryan (1985) messen. In Studie 1 wurden die Faktorenstruktur der Items untersucht und erste Hinweise auf die valide Interpretierbarkeit der 4 Skalenwerte gewonnen. In Studie 2 konnte die Faktorenstruktur kreuzvalidiert werden. Es konnte gezeigt werden, dass die postulierte Faktorenstruktur gut begründet ist und die SMR-LS akzeptable interne Konsistenzen aufweisen (α ≥ .73). Darüber hinaus konnte die Annahme von Messinvarianz der Regulationsstile für die Faktoren Studienfach, Geschlecht und Land untermauert werden. Die Korrelationen der SMR-LS mit Lebenszufriedenheit, positivem und negativem Affekt, Prokrastination, wahrgenommener Autonomieunterstützung und Leistung waren theoriekonform und liefern weitere Hinweise auf eine valide Interpretierbarkeit der Skalenwerte der SMR-LS in der Erforschung von Bedingungsfaktoren und von Folgen motivationaler Regulation.


Development and Validation of Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-LS)

Abstract. This research presents scales assessing motivational regulation for learning in university students (SMR-LS), which are intended to measure 4 types of regulation (intrinsic, identified, introjected, external) according to Deci and Ryan’s Self-Determination Theory (SDT, 1985). In Study 1, we investigated the factor structure and gained initial indications regarding the valid interpretation of the 4 test scores. In Study 2, the four-factor structure was cross-validated. We found that the assumed factor structure was well supported and that all scales measuring the motivational regulation for learning in university students yielded reasonable internal consistencies (α ≥ .73). Moreover, measurement invariance was supported for discipline, gender, and country. Correlations of the SMR-LS with satisfaction with life, positive and negative affect, procrastination, perceived autonomy support, and achievement were all in line with SDT and, thus, provide further indications for the valid interpretability of the SMR-LS scores in research concerning antecedents and consequences of motivational regulation.

Literatur

  • Asparouhov, T. & Muthén, B. (2009). Exploratory structural equation modeling. Structural Equation Modeling: A, Multidisciplinary Journal 16, 397 – 438. https://doi.org/10.1080/10705510903008204 First citation in articleCrossref, Google Scholar

  • Assor, A., Kaplan, H., Kanat-Maymon, Y. & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397 – 413. https://doi.org/10.1016/j.learninstruc.2005.07.008 First citation in articleCrossref, Google Scholar

  • Assor, A., Vansteenkiste, M. & Kaplan, A. (2009). Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101, 482 – 497. First citation in articleCrossref, Google Scholar

  • Bailey, T. H. & Phillips, L. J. (2016). The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance. Higher Education Research & Development, 35, 201 – 216. https://doi.org/10.1080/07294360.2015.1087474 First citation in articleCrossref, Google Scholar

  • Baker, S. R. (2004). Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23, 189 – 202. https://doi.org/10.1007/s12144-004-1019-9 First citation in articleCrossref, Google Scholar

  • Brunello, G. & Winter-Ebmer, R. (2003). Why do students expect to stay longer in college? Evidence from Europe. Economics Letters, 80, 247 – 253. https://doi.org/10.1016/S0165-1765(03)00086-7 First citation in articleCrossref, Google Scholar

  • Burton, K. D., Lydon, J. E., D’Alessandro, D. U. & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental, and implicit approaches to self-determination theory. Journal of Personality and Social Psychology, 91, 750 – 762. https://doi.org/10.1037/0022-3514.91.4.750 First citation in articleCrossref, Google Scholar

  • Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A, Multidisciplinary Journal 14, 464 – 504. https://doi.org/10.1080/10705510701301834 First citation in articleCrossref, Google Scholar

  • Chirkov, V. I. & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents. Journal of Cross-Cultural Psychology, 32, 618 – 635. 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. (2000). The “What“ and “Why“ of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11, 227 – 268. https://doi.org/10.1207/S15327965PLI1104_01 First citation in articleCrossref, Google Scholar

  • Gagné, M. (2016, June). What is wrong with introjection? Paper presented at the International Conference on Self-Determination-Theory, Victoria, BC. First citation in articleGoogle Scholar

  • Gagné, M., Forest, J., Gilbert, M.-H., Aubé, C., Morin, E. & Malorni, A. (2010). The motivation at work scale: Validation evidence in two languages. Educational and Psychological Measurement, 70, 628 – 646. https://doi.org/10.1177/0013164409355698 First citation in articleCrossref, Google Scholar

  • Gillet, N., Vallerand, R. J., Lafrenière, M.-A. K. & Bureau, J. S. (2013). The mediating role of positive and negative affect in the situational motivation-performance relationship. Motivation and Emotion, 37, 465 – 479. https://doi.org/10.1007/s11031-012-9314-5 First citation in articleCrossref, Google Scholar

  • Glaesmer, H., Grande, G., Braehler, E. & Roth, M. (2011). The German version of the Satisfaction with Life Scale (SWLS): Psychometric properties, validity, and population-based norms. European Journal of Psychological Assessment, 27, 127 – 132. https://doi.org/10.1027/1015-5759/a000058 First citation in articleLink, Google Scholar

  • Guay, F., Ratelle, C. F. & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology / Psychologie Canadienne, 49, 233 – 240. https://doi.org/10.1037/a0012758 First citation in articleCrossref, Google Scholar

  • Hardre, P. L. & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95, 347 – 356. https://doi.org/10.1037/0022-0663.95.2.347 First citation in articleCrossref, Google Scholar

  • Hayenga, A. O. & Corpus, J. H. (2010). Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. Motivation and Emotion, 34, 371 – 383. https://doi.org/10.1007/s11031-010-9181-x First citation in articleCrossref, Google Scholar

  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guilford Press. First citation in articleGoogle Scholar

  • Klingsieck, K. B. & Fries, S. (2012). Allgemeine Prokrastination: Entwicklung und Validierung einer deutschsprachigen Kurzskala der General Procrastination Scale (Lay, 1986). Diagnostica, 58, 182 – 193. https://doi.org/10.1026/0012-1924/a000060 First citation in articleLink, Google Scholar

  • Krohne, H. W., Egloff, B., Kohlmann, C.-W. & Tausch, A. (1996). Untersuchung mit einer deutschen Form der Positive and Negative Affect Schedule (PANAS). Diagnostica, 42, 139 – 156. First citation in articleGoogle Scholar

  • Lee, E. (2005). The relationship of motivation and flow experience to academic procrastination in university students. The Journal of Genetic Psychology, 166, 5 – 14. https://doi.org/10.3200/GNTP.166.1.5-15 First citation in articleCrossref, Google Scholar

  • Levesque, C., Zuehlke, A. N., Stanek, L. R. & Ryan, R. M. (2004). Autonomy and competence in German and American university students: A comparative study based on the self-determination-theory. Journal of Educational Psychology, 96, 68 – 84. https://doi.org/10.1037/0022-0663.96.1.68 First citation in articleCrossref, Google Scholar

  • Litalien, D., Guay, F. & Morin, A. J. S. (2015). Motivation for PhD studies: Scale development and validation. Learning and Individual Differences, 41, 1 – 13. https://doi.org/10.1016/j.lindif.2015.05.006 First citation in articleCrossref, Google Scholar

  • Müller, F. H. (2001). Studium und Interesse. Eine empirische Untersuchung bei Studierenden. Münster: Waxmann. First citation in articleGoogle Scholar

  • Müller, F. H. (2012). Prüfen an Universitäten – Wie Prüfungen das Lernen steuern. In Kossek, B.Zwiauer, C. (Hrsg.). Universität in Zeiten von Bologna. Zur Theorie und Praxis von Lehr- und Lernkulturen (S. 121 – 132). Wien: Vienna University Press. First citation in articleGoogle Scholar

  • Muthén, L. K. & Muthén, B. (1998 – 2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén. First citation in articleGoogle Scholar

  • Prenzel, M. & Drechsel, B. (1996). Ein Jahr kaufmännische Erstausbildung: Veränderungen in Lernmotivation und Interesse. Unterrichtswissenschaft, 24, 217 – 234. First citation in articleGoogle Scholar

  • Prüfer, P. & Rexroth, M. (2005). Kognitive Interviews. ZUMA How-to-Reihe, 15, 1 – 21. Verfügbar unter https://www.gesis.org/fileadmin/upload/forschung/publikationen/gesis_reihen/howto/How_to15PP_MR.pdf First citation in articleGoogle Scholar

  • Puca, R. (2017). Emotionspsychologie und Motivationspsychologie. In Wirtz, M. A. (Hrsg.). Dorsch – Lexikon der Psychologie. Verfügbar unter https: //portal.hogrefe.com/dorsch/gebiet/emotionspsychologie-und-motivationspsychologie/. 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 Personality and Social Psychology, 57, 749 – 761. https://doi.org/10.1037/0022-3514.57.5.749 First citation in articleCrossref, Google Scholar

  • Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54 – 67. https://doi.org/10.1006/ceps.1999.1020 First citation in articleCrossref, Google Scholar

  • Ryan, R. M. & Deci, E. L. (2017). Self-determination theory. New York: Guilford Press. First citation in articleGoogle Scholar

  • Senécal, C., Koestner, R. F. & Vallerand, R. J. (1995). Self-regulation and academic procrastination. The Journal of Social Psychology, 135, 607 – 619. https://doi.org/10.1080/00224545.1995.9712234 First citation in articleCrossref, Google Scholar

  • Seo, E. H. (2013). A comparison of active and passive procrastination in relation to academic motivation. Social Behavior and Personality, 41, 777 – 786. https://doi.org/10.2224/sbp.2013.41.5.777 First citation in articleCrossref, Google Scholar

  • Sheldon, K. M. & Elliot, A. (1999). Goal striving, need satisfaction, and longitudinal well-being: The self-concordance Model. Journal of Personality and Social Psychology, 76, 482 – 497. https://doi.org/10.1037/0022-3514.76.3.482 First citation in articleCrossref, Google Scholar

  • Sheldon, K. M. & Krieger, L. S. (2004). Does legal education have undermining effects on law students? Evaluating changes in motivation, values, and well-being. Behavioral Sciences & the Law, 22, 261 – 286. https://doi.org/10.1002/bsl.582 First citation in articleCrossref, Google Scholar

  • Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65 – 94. https://doi.org/10.1037/0033-2909.133.1.65 First citation in articleCrossref, Google Scholar

  • Thomas, A. E. & Müller, F. H. (2016). Entwicklung und Validierung der Skalen zur motivationalen Regulation beim Lernen. Diagnostica, 62, 74 – 84. https://doi.org/10.1026/0012-1924/a000137 First citation in articleLink, Google Scholar

  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senécal, C. & Vallieres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003 – 1017. https://doi.org/10.1177/0013164492052004025 First citation in articleCrossref, Google Scholar

  • Waaler, R., Halvari, H., Skjesol, K. & Bagøien, T. E. (2013). Autonomy support and intrinsic goal progress expectancy and its links to longitudinal study effort and subjective wellbeing. Scandinavian Journal of Educational Research, 57, 325 – 341. https://doi.org/10.1080/00313831.2012.656284 First citation in articleCrossref, Google Scholar

  • Wild, K.-P. & Krapp, A. (1995). Elternhaus und intrinsische Lernmotivation. Zeitschrift für Pädagogik, 41, 579 – 595. First citation in articleGoogle Scholar

  • Wilkesmann, U., Fischer, H. & Virgillito, A. (2012). Academic Motivation of Students – the German Case. (Discussion papers des Zentrums für HochschulBildung. Nr. 2). Dortmund: Technische Universität. First citation in articleGoogle Scholar