Based on the theoretical perspective of self-determination, this study examined the effects of ba... more Based on the theoretical perspective of self-determination, this study examined the effects of basic need fulfillment (relatedness/competence/autonomy) on students' school enjoyment before and after the transition from primary to secondary school. Furthermore, the academic and social impact of control beliefs on the emotions triggered by the upcoming transition was tested. The sample consisted of 63 students who filled out questionnaires at different time points before (grade 4; students between the ages of 9 and 10) and after (grade 5) the primary-secondary transition. The results highlight the importance of a positive teacher-student relationship as well as positive relationships amongst the students themselves for students' school enjoyment before and after the transition. In terms of the emotions evoked by the upcoming transition, the results reveal that students with higher academic self-concept experienced more positive emotions than students with lower academic self-concept. From these findings, it can be concluded that positive relationships and the belief in one's own academic capabilities can contribute to the likelihood of experiencing the transition to secondary school as an event accompanied by positive emotions such as joy and excitement rather than a stressful or threatening life-event .
International Journal of Educational Research, 2015
This article describes the teaching strategies used in multi-grade classes in five small rural pr... more This article describes the teaching strategies used in multi-grade classes in five small rural primary schools in Austria and Finland on the basis of the content analysis of transcribed teacher interviews. Two main types of strategies were identified: practices that (1) aim to reduce or (2) capitalize on students' heterogeneity. The results illustrate how differently multi-grade teaching can be realized and how it can effectively support individual student learning. The findings are discussed with regard to teacher education with the intention of increasing the awareness of the professional skills required in high-quality teaching practices in multi-grade teaching.
Zusammenfassung: in der Selbstbestimmungstheorie werden neben der intrinsischen Motivation versch... more Zusammenfassung: in der Selbstbestimmungstheorie werden neben der intrinsischen Motivation verschiedene Formen extrinsischer Motivation unterschieden. Dabei wird die Freude am lernen als positive, aktivierende emotion, die mit positiven lernhandlungen und hoher leistung verknüpft ist, für die intrinsische Motivation als konstitutiv betrachtet. Der Zusammenhang zu den anderen Motivationsformen hingegen ist bisher empirisch weitgehend ungeklärt. an diesem Punkt setzt die vorliegende Studie an. es wurden 356 Schüler und Schülerinnen aus österreichischen Hauptschulen zu zwei Messzeitpunkten (6. und 7. Schulstufe) mittels Fragebögen zu ihrer Motivation, ihrer lernfreude, der Mitarbeit und der leistung in der Schule befragt. Die ergebnisse aus Pfadanalysen bestätigen die positive Beziehung zwischen der identifizierten Motivation und die negative beziehung zwischen der externalen Motivation und der lernfreude. Die introjizierte regulation korreliert in der 7. Schulstufe schwach positiv, in der 6. Schulstufe nicht mit der lernfreude. Die Mitarbeit weist sowohl positive Bezüge zur Lernfreude als auch zur identifizierten und introjizierten Motivation, jedoch negative bezüge zur externalen Motivation auf. eine hohe Mitarbeit ist förderlich für die leistung. Schlüsselwörter: Selbstbestimmungstheorie • instrumentelle lernmotivation • lernfreude • lernemotionen • Jugendalter • lernen Learning enjoyment, positive behavioural engagement in the classroom, and high achievement if learning is instrumentally motivated-a contradiction in terms?
International Journal of Educational Research, 2008
Although there is dissimiliarity in theoretical research approaches to subjective well-being and ... more Although there is dissimiliarity in theoretical research approaches to subjective well-being and to assessments of well-being, there is agreement regarding the value of well-being, especially among student populations. In the highly structured, achievementoriented, non-optimal context of a classroom, individual well-being is a necessary precondition for learning. Among student populations well-being should not be construed as an achievement enhancer; but, rather, recognized and measured as an educational value of its own. However, it is necessary for the positive bias towards learning at least in highly structured, achievement-orientated, non-optional learning contexts like school [cf. Hascher, T. (2004). Wohlbefinden in der Schule. Münster: Waxmann]. How can it be measured? Since different research approaches lead to a variety of instruments, the following paper will focus on two ways of assessing well-being in school: a questionnaire on student well-being (N = 2014) 1 and a semi-structured daily diary about relevant emotional situations in school (N = 58, period 3 Â 2 weeks). Both methods are introduced and their methodological quality is discussed in terms of reliability, validity and in terms of their usefulness for improving school practice. Furthermore, the research potential of combining quantitative and qualitative data on students' well-being is addressed.
s-{tieruie, u' a sclneyer' L (1994}. htrinsiaehe Lemmori*dio¡ und t¡rnen. zzirschrififir Padagogi... more s-{tieruie, u' a sclneyer' L (1994}. htrinsiaehe Lemmori*dio¡ und t¡rnen. zzirschrififir Padagogislchr Piycl.tolo gie, B, l-I 4. spelberger, c. D. {lgsO). TkE fuúizty Im,ezltory, prerininuy proJesrional mø¡:¡¿r paJo Alto: Cd$ultin g psyctrotogy Þess. wei¡er, B. {19s5}-.4.n attiûuticnrl theory of ac.bieremørt, mofludion, and emotion. P aulûlngirÃI Reúaç, 9 2, 5.48-5 73. ÏT9"' c. E. & Mai'ø, RE -(lgsó)-The rearhing d rearning srâregi*s. rn lr{. rvinrock (w)'rhe honlbooÍ. of researdr anteachiag (FF.3Is-í24-¡qew yo*: lricmiuae. RkiflJ{Ëin, c' È (r gs?). r¿ atníng ûÌd Eta¿r *røegiet irnentoryt/,{,s,srr. creare¿ate¡: H & H h:bJishing Compary. 126 tn Well-belog i¡ school-Why students need social support TinaHascher Despiae a gaining i¡reresr in well-being oi cbld¡en and adolescents and, specfically, in positive rmoÈions of snd¿nts in school linle i¡ hown abour students' rvell-being rod thc fac¡ffs that influencc üeir we.ll-bei¡g in scbool. Acnrally, one catr claim a sipificant discrepancy be*wecu úre widety accrpaed educational talue öat all str:d¡aers should feel rvell in school a¡d the eryirical evidence of thìs valuc. on the one hmd studeats' u'e.ll-being secms to be m
Based on the theoretical perspective of self-determination, this study examined the effects of ba... more Based on the theoretical perspective of self-determination, this study examined the effects of basic need fulfillment (relatedness/competence/autonomy) on students' school enjoyment before and after the transition from primary to secondary school. Furthermore, the academic and social impact of control beliefs on the emotions triggered by the upcoming transition was tested. The sample consisted of 63 students who filled out questionnaires at different time points before (grade 4; students between the ages of 9 and 10) and after (grade 5) the primary-secondary transition. The results highlight the importance of a positive teacher-student relationship as well as positive relationships amongst the students themselves for students' school enjoyment before and after the transition. In terms of the emotions evoked by the upcoming transition, the results reveal that students with higher academic self-concept experienced more positive emotions than students with lower academic self-concept. From these findings, it can be concluded that positive relationships and the belief in one's own academic capabilities can contribute to the likelihood of experiencing the transition to secondary school as an event accompanied by positive emotions such as joy and excitement rather than a stressful or threatening life-event .
International Journal of Educational Research, 2015
This article describes the teaching strategies used in multi-grade classes in five small rural pr... more This article describes the teaching strategies used in multi-grade classes in five small rural primary schools in Austria and Finland on the basis of the content analysis of transcribed teacher interviews. Two main types of strategies were identified: practices that (1) aim to reduce or (2) capitalize on students' heterogeneity. The results illustrate how differently multi-grade teaching can be realized and how it can effectively support individual student learning. The findings are discussed with regard to teacher education with the intention of increasing the awareness of the professional skills required in high-quality teaching practices in multi-grade teaching.
Zusammenfassung: in der Selbstbestimmungstheorie werden neben der intrinsischen Motivation versch... more Zusammenfassung: in der Selbstbestimmungstheorie werden neben der intrinsischen Motivation verschiedene Formen extrinsischer Motivation unterschieden. Dabei wird die Freude am lernen als positive, aktivierende emotion, die mit positiven lernhandlungen und hoher leistung verknüpft ist, für die intrinsische Motivation als konstitutiv betrachtet. Der Zusammenhang zu den anderen Motivationsformen hingegen ist bisher empirisch weitgehend ungeklärt. an diesem Punkt setzt die vorliegende Studie an. es wurden 356 Schüler und Schülerinnen aus österreichischen Hauptschulen zu zwei Messzeitpunkten (6. und 7. Schulstufe) mittels Fragebögen zu ihrer Motivation, ihrer lernfreude, der Mitarbeit und der leistung in der Schule befragt. Die ergebnisse aus Pfadanalysen bestätigen die positive Beziehung zwischen der identifizierten Motivation und die negative beziehung zwischen der externalen Motivation und der lernfreude. Die introjizierte regulation korreliert in der 7. Schulstufe schwach positiv, in der 6. Schulstufe nicht mit der lernfreude. Die Mitarbeit weist sowohl positive Bezüge zur Lernfreude als auch zur identifizierten und introjizierten Motivation, jedoch negative bezüge zur externalen Motivation auf. eine hohe Mitarbeit ist förderlich für die leistung. Schlüsselwörter: Selbstbestimmungstheorie • instrumentelle lernmotivation • lernfreude • lernemotionen • Jugendalter • lernen Learning enjoyment, positive behavioural engagement in the classroom, and high achievement if learning is instrumentally motivated-a contradiction in terms?
International Journal of Educational Research, 2008
Although there is dissimiliarity in theoretical research approaches to subjective well-being and ... more Although there is dissimiliarity in theoretical research approaches to subjective well-being and to assessments of well-being, there is agreement regarding the value of well-being, especially among student populations. In the highly structured, achievementoriented, non-optimal context of a classroom, individual well-being is a necessary precondition for learning. Among student populations well-being should not be construed as an achievement enhancer; but, rather, recognized and measured as an educational value of its own. However, it is necessary for the positive bias towards learning at least in highly structured, achievement-orientated, non-optional learning contexts like school [cf. Hascher, T. (2004). Wohlbefinden in der Schule. Münster: Waxmann]. How can it be measured? Since different research approaches lead to a variety of instruments, the following paper will focus on two ways of assessing well-being in school: a questionnaire on student well-being (N = 2014) 1 and a semi-structured daily diary about relevant emotional situations in school (N = 58, period 3 Â 2 weeks). Both methods are introduced and their methodological quality is discussed in terms of reliability, validity and in terms of their usefulness for improving school practice. Furthermore, the research potential of combining quantitative and qualitative data on students' well-being is addressed.
s-{tieruie, u' a sclneyer' L (1994}. htrinsiaehe Lemmori*dio¡ und t¡rnen. zzirschrififir Padagogi... more s-{tieruie, u' a sclneyer' L (1994}. htrinsiaehe Lemmori*dio¡ und t¡rnen. zzirschrififir Padagogislchr Piycl.tolo gie, B, l-I 4. spelberger, c. D. {lgsO). TkE fuúizty Im,ezltory, prerininuy proJesrional mø¡:¡¿r paJo Alto: Cd$ultin g psyctrotogy Þess. wei¡er, B. {19s5}-.4.n attiûuticnrl theory of ac.bieremørt, mofludion, and emotion. P aulûlngirÃI Reúaç, 9 2, 5.48-5 73. ÏT9"' c. E. & Mai'ø, RE -(lgsó)-The rearhing d rearning srâregi*s. rn lr{. rvinrock (w)'rhe honlbooÍ. of researdr anteachiag (FF.3Is-í24-¡qew yo*: lricmiuae. RkiflJ{Ëin, c' È (r gs?). r¿ atníng ûÌd Eta¿r *røegiet irnentoryt/,{,s,srr. creare¿ate¡: H & H h:bJishing Compary. 126 tn Well-belog i¡ school-Why students need social support TinaHascher Despiae a gaining i¡reresr in well-being oi cbld¡en and adolescents and, specfically, in positive rmoÈions of snd¿nts in school linle i¡ hown abour students' rvell-being rod thc fac¡ffs that influencc üeir we.ll-bei¡g in scbool. Acnrally, one catr claim a sipificant discrepancy be*wecu úre widety accrpaed educational talue öat all str:d¡aers should feel rvell in school a¡d the eryirical evidence of thìs valuc. on the one hmd studeats' u'e.ll-being secms to be m
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