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   Morningness and state academic self-concept in students: Do early birds experience themselves as more competent in daily school life?Hausen, Jennifer  ; ; Greiff, Samuel et alin Contemporary Educational Psychology (2023), 74 Detailed reference viewed: 104 (0 UL)The formation of academic self-concept and interest in primary school: Examining the generalized internal/external frame of reference model with first- and third-grade childrenvan der Westhuizen, Lindie ; ; Keller, Ulrich et alin Contemporary Educational Psychology (2023) Detailed reference viewed: 120 (1 UL) The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgroundsvan der Westhuizen, Lindie ; ; Greiff, Samuel et alin Contemporary Educational Psychology (2022) Student motivation and affect play an important role in successful language learning. To investigate the formation of language learning motivation and affect, this study extended the generalized internal ... [more ▼] Student motivation and affect play an important role in successful language learning. To investigate the formation of language learning motivation and affect, this study extended the generalized internal/external frame of reference (GI/E) model framework to multiple languages (German and French, along with math) and multiple motivational-affective outcomes (academic self-concept, interest, and anxiety). We examined whether social and dimensional comparisons play similar roles in the formation of students’ self-concepts, interests, and anxieties concerning different languages and whether dimensional comparisons result in contrast or assimilation effects. Moreover, we tested the generalizability of the GI/E model assumptions across students with different language backgrounds. Using a data set comprising virtually all ninth-grade students (N=6275; 48.0% female) from Luxembourg’s multilingual educational system, our findings indicated (1) clear contrast effects in the formation of self-concept and interest in math, German, and French, and (2) a combination of contrast, assimilation, and no effects in the formation of anxiety in math, German, and French. Using a subsample of 5837 students with valid language information (48.0% female), invariance tests demonstrated that the GI/E achievement–outcome relations operated equivalently across students from different home language backgrounds. [less ▲] Detailed reference viewed: 208 (10 UL)Understanding the link between need for cognition and complex problem solvingRudolph, Julia ; Greiff, Samuel ; et alin Contemporary Educational Psychology (2018), 55 With the aim of broadening the understanding of the nomological network of Complex Problem Solving (CPS), we investigated the link between CPS and Need for Cognition (NFC) while controlling for reasoning ... [more ▼] With the aim of broadening the understanding of the nomological network of Complex Problem Solving (CPS), we investigated the link between CPS and Need for Cognition (NFC) while controlling for reasoning ability. Further, we explored whether the relation between NFC and CPS was mediated by test-taking behavior (i.e., exploration time). Using structural equation modeling, we analyzed data from 474 German seventh graders. We found (a) that NFC and CPS were positively related, (b) that this link was partially mediated by CPS exploration time, and (c) that the link between NFC and CPS that was partially mediated by exploration time remained substantial even after we controlled for reasoning. Altogether, these results provide new insights into how CPS and NFC are linked. [less ▲] Detailed reference viewed: 229 (10 UL)The formation of academic self-concept in elementary education: a unifying model for external and internal comparisons; ; et al in Contemporary Educational Psychology (2015), 41(2), 124-132 Detailed reference viewed: 244 (16 UL)Studying against your will: Motivational interference in actionGrund, Axel ; ; in Contemporary Educational Psychology (2015), 41 Motivational interference refers to affective, cognitive, and behavioral' impairments during a focal activity due to conflicting action tendencies. In the present study, we focused on antecedents and ... [more ▼] Motivational interference refers to affective, cognitive, and behavioral' impairments during a focal activity due to conflicting action tendencies. In the present study, we focused on antecedents and domain-specific consequences of motivational interference during everyday study activities using an experience sampling approach. Fifty-eight university students provided real-time reports on their daily studying activities (N = 672) over the course of one week. They reported on their momentary affect, whether they experienced motivational conflict during their study activities, and, if so, indicated when this feeling emerged. After the experience sampling period, they reported on their academic and social adaptation as well as their study satisfaction, and rated their relative performance. Compared with non-conflicted studying activities, we found considerably lower positive affect during conflicted studying. Conflicts that existed before the initiation of the study activity, and conflicts that emerged during studying, yielded affective impairments. As expected, aggregated conflict experiences negatively predicted measures of academic functioning, but not students' social adaptation. The discussion focuses on motivational antecedents of interference effects during self-regulated learning. (C) 2015 Elsevier Inc. All rights reserved. [less ▲] Detailed reference viewed: 147 (3 UL) Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school studentsNiepel, Christoph ; Brunner, Martin ; in Contemporary Educational Psychology (2014), 39 Detailed reference viewed: 282 (17 UL)"My questionnaire is too long!" The assessments of motivational-affective constructs with three-item and single-item measures; ; et al in Contemporary Educational Psychology (2014), 39(3), 188-205 Detailed reference viewed: 355 (44 UL) |
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