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.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
Literaturverzeichnis
Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64, 359–372.
Butler, R. & Neuman, O. (1995). Effects of task and ego achievement goals on help seeking behaviors and attitudes. Journal of Educational Psychology, 87, 261–271.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–155.
Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., Koestner, R. & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–668.
Deutsches PISA-Konsortium (Hrsg.). (2001). PISA-2000 Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich. Opladen: Leske + Budrich.
Dickhäuser, O. (2001). Computernutzung und Geschlecht: Ein Erwartung-Wert-Modell. Münster: Waxmann.
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.
Dweck, C. S. & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.
Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M. & Meece, J. L. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Hrsg.), Achievement and achievement motives (S. 75–146). San Francisco: Freeman.
Eisenberger, R. & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51, 1153–1166.
Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169–189.
Elliot, A. J. & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
Elliot, A. J. & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461–475.
Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77, 631–645.
Guay, F., Marsh, H. W. & Boivin, M. (2003). Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology, 95, 124–136.
Harackiewicz, J. M., Barron, K. E., Carter, S. M., Lehto, A. T. & Elliot, A. J. (1997). Predictors and consequences of achievement goals in the College classroom: Maintaining interest and making the grade. Journal of Personality and Social Psychology, 73, 1284–1295.
Heckhausen, H. (1972). Die Interaktion der Sozialisationsvariablen in der Genese des Leistungsmotivs. In C. F. Graumann (Hrsg.), Handbuch der Psychologie (Bd. 7/2, S. 955–1019). Göttingen: Hogrefe.
Hidi, S. & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127.
Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14, 23–40.
Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15, 381–395.
Lloyd, J. & Barenblatt, L. (1984). Intrinsic intellectuality: Its relations to social class, intelligence, and achievement. Journal of Personality and Social Psychology, 46, 646–654.
Lounsbury, J. W., Sundstrom, E., Loveland, J. M. & Gibson, L. W. (2003). Intelligence, ‚Big Five‘-personality traits, and work drive as predictors of course grade. Personality and Individual Differences, 35, 1231–1239.
Miller, R. B., Behrens, J. T., Greene, B. A. & Newman, D. (1993). Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 18, 2–14.
McClelland, D., Atkinson, J., Clark, R. & Lowell, E. (1953). The achievement motive. New York: Appleton-Century-Crofts.
Murray, H. (1938). Explorations in personality. New York: Oxford University Press.
Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328–346.
Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R. & Carlstrom, A. (2004). Do psychosocial and study skill factors predict College outcomes? A metaanalysis. Psychological Bulletin, 130, 261–288.
Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
Schiefele, H. (1974). Lernmotivation und Motivlernen: Grundzüge einer erziehungswissenschaftlichen Motivationslehre. München: Ehrenwirth.
Schiefele, U. (1996). Motivation und Lernen mit Texten. Göttingen: Hogrefe.
Schiefele, U., Krapp, A. & Schreyer, I. (1993). Metaanalyse des Zusammenhangs von Interesse und schulischer Leistung. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 25, 120–148.
Spangler, W.D. (1992). Validity of questionnaire and TAT measures of need for achievement: Two meta-analyses. Psychological Bulletin, 112, 140–154.
Spinath, B., Spinath, F. M., Harlaar, N. & Plomin, R. (2006). Predicting elementary school children’s achievement from intelligence, self-perceived ability, and intrinsic values. Intelligence, 34, 363–374.
Spinath, B. & Stiensmeier-Pelster, J. (2003). Goal orientation and achievement: The role of ability self-concept and failure perception. Learing and Instruction, 14, 403–422.
Spinath, B., Stiensmeier-Pelster, J., Schöne, C. & Dickhäuser, O. (2002). Die Skalen zur Erfassung von Lern- und Leistungsmotivation (SELLMO). Göttingen: Hogrefe.
Steinmayr, R. & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80–90.
Steinmayr, R. & Spinath, B. (akzeptiert). Konstruktion und Validierung einer Skala zur Erfassung subjektiver schulischer Werte (SESSW). Diagnostica.
Utman, C.H. (1997). Performance effects of motivational state: A meta-analysis. Personality and Social Psychology Review, 1, 170–182.
Editor information
Rights and permissions
Copyright information
© 2011 VS Verlag für Sozialwissenschaften | Springer Fachmedien Wiesbaden GmbH
About this chapter
Cite this chapter
Spinath, B. (2011). Lernmotivation. In: Reinders, H., Ditton, H., Gräsel, C., Gniewosz, B. (eds) Empirische Bildungsforschung. VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-93021-3_4
Download citation
DOI: https://doi.org/10.1007/978-3-531-93021-3_4
Publisher Name: VS Verlag für Sozialwissenschaften
Print ISBN: 978-3-531-17847-9
Online ISBN: 978-3-531-93021-3
eBook Packages: Humanities, Social Science (German Language)