Abstract
AbstractFostering student motivation is an important educational goal. However, motivation in the classrooms is rather heterogeneous, particularly in mathematics and physics. This study examines the potential of (textbook) tasks to promote student motivation. Based on self-determination theory (SDT) and theory of interest, a low-inference coding scheme was developed and validated by applying the framework of item response theory (IRT) to assess the motivational potential of tasks. Current ninth grade mathematics and physics tasks (N = 254 task units) were analyzed using the categories differentiated instruction, real-life context, autonomy support, competence support, and support for relatedness. Additionally, differences between mathematics and physics tasks were examined. Results indicate the coding scheme’s high interrater reliabilities and empirical validity. Furthermore, we found only a low occurrence of motivational features in mathematics and physics tasks, with few subject-specific differences in favor of mathematics. The coding scheme can contribute to optimizing motivation-supportive instructional designs.
Funder
Technische Universität München
Publisher
Springer Science and Business Media LLC
Reference78 articles.
1. Aktionsrat Bildung (2015). Bildung. Mehr als Fachlichkeit. Gutachten. Münster: Waxmann.
2. Andersen, E. B. (1973). Conditional inference for multiple-choice questionnaires. British Journal of Mathematical and Statistical Psychology, 26(1), 31–44. https://doi.org/10.1111/j.2044-8317.1973.tb00504.x.
3. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157.
4. Blömeke, S., Risse, J., Müller, C., Eichler, D., & Schulz, W. (2006). Analyse der Qualität von Aufgaben aus didaktischer und fachlicher Sicht: Ein allgemeines Modell und seine exemplarische Umsetzung im Unterrichtsfach Mathematik. Unterrichtswissenschaft, 34(4), 330–357.
5. Bloom, B. S. (1972). Taxonomie von Lernzielen im kognitiven Bereich (Beltz-Studienbuch). Weinheim: Beltz.
Cited by
3 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献