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VI-4 Lernmotivation

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Empirische Bildungsforschung

Zusammenfassung

In diesem Kapitel wird zunächst dargelegt, warum der Lernmotivation im Bildungskontext eine so große Bedeutung zukommt. Anschließend erfolgt eine Begriffsbestimmung und verschiedene Arten der Lernmotivation werden vorgestellt. Das Kapitel endet mit einem Blick auf zentrale Forschungsergebnisse.

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Authors and Affiliations

  1. Psychologisches Institut, Pädagogische Psychologie, Universität Heidelberg, Hauptstraße 47 – 51, 69117, Heidelberg, Deutschland

    Prof. Dr. Birgit Spinath

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  1. Prof. Dr. Birgit Spinath
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Correspondence to Birgit Spinath .

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Editors and Affiliations

  1. Julius-Maximilians-Universität Würzburg, Würzburg, Germany

    Heinz Reinders

  2. Ludwig-Maximilians-Universität München, München, Germany

    Hartmut Ditton

  3. Bergische Universität Wuppertal, Wuppertal, Germany

    Cornelia Gräsel

  4. Ludwig-Maximilians-Universität München, München, Bayern, Germany

    Burkhard Gniewosz

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Spinath, B. (2015). VI-4 Lernmotivation. In: Reinders, H., Ditton, H., Gräsel, C., Gniewosz, B. (eds) Empirische Bildungsforschung. VS Verlag für Sozialwissenschaften, Wiesbaden. https://doi.org/10.1007/978-3-531-19994-8_4

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  • DOI: https://doi.org/10.1007/978-3-531-19994-8_4

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  • Publisher Name: VS Verlag für Sozialwissenschaften, Wiesbaden

  • Print ISBN: 978-3-531-19993-1

  • Online ISBN: 978-3-531-19994-8

  • eBook Packages: Humanities, Social Science (German Language)

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