Journalartikel

Jahr der Veröffentlichung: 2016

Seiten: 271-278

Zeitschrift: German Journal of Educational Psychology

Bandnummer: 30

Heftnummer: 4

ISSN: 1010-0652

eISSN: 1664-2910

Open Access Status: Green

DOI Link: https://doi.org/10.1024/1010-0652/a000185

Verlag: Hogrefe

Abstract: 
Earlier findings from studies showed that teachers perceive a decline in students' achievement motivation over generations (Cocodia et al., 2003; Howard, 2001). The aim of this study was to examine the actual basis of these teachers' perceptions with two comparative eich samples, which were recruited ten years apart (2002 N = 3 326 and 2012 N = 3 057) for the normalization of the scales for the assessment of learning and achievement motivation (SELLMO; Spinath, Stiensmeier-Pelster, Schone & Dickhauser, 2002, 2012). As expected, we found negative changes for three of the four measures of motivation. In 2012, compared to 2002, learning goals had declined, whereas performance-avoidance goals and work avoidance had increased. The effect sizes are comparable to the Flynn-effect. Implications for further research and practical issues are discussed.

Harvard-Zitierstil: Spinath, B., Kriegbaum, K., Stiensmeier-Pelster, J., Schone, C. and Dickhauser, O. (2016) Negative changes in goal orientations across student generations: A ten-year comparison of SELLMO, German Journal of Educational Psychology, 30(4), pp. 271-278. https://doi.org/10.1024/1010-0652/a000185

APA-Zitierstil: Spinath, B., Kriegbaum, K., Stiensmeier-Pelster, J., Schone, C., & Dickhauser, O. (2016). Negative changes in goal orientations across student generations: A ten-year comparison of SELLMO. German Journal of Educational Psychology. 30(4), 271-278. https://doi.org/10.1024/1010-0652/a000185