Hagenauer, Gerda; Gläser-Zikuda, Michaela; Hascher, Tina (13 June 2014). Aspects of instructional quality and the relation to students' learning enjoyment (Unpublished). In: International Conference of Motivation (ICM) 2014 - "Understanding and Facilitating the Passion to Learn". Helsinki, Finland. 12.06.-14.06.2014.
Theoretical models on student’ learning emotions suggest that – besides factors of the individual learner – school environmental conditions contribute to the elicitation of students’ emotions. Students’ learning enjoyment can be regarded as a crucial learning emotion impacting on various educational outcomes (e.g. willingness for participating in lifelong learning), but is decreasing during the school years. Thus, the present study aimed at investigating students’ learning enjoyment during the critical period of early adolescence identifying factors of instruction that are influential for students’ learning enjoyment. Relying on empirical research on quality of instruction, deep structures of instruction (derived from basic assumptions of self-determination theory) were chosen as predictors. It was found that these deep structures have more impact on students’ learning as sight structures. As research suggests that learning emotions have to be differentiated on a trait and a state level, qualitative and quantitative methods have been applied in this study: Students in grade 7 filled in questionnaires (n = 356) and also completed daily-diaries (n = 110). The results reveal that clarity of instruction and the quality of teacher-student-relationship predicted learning enjoyment at the trait level whereas the student-student-relationship and autonomy support did not add significant explained variance to the calculated regression model. These instructional factors were also found in the diary entries; dominated by clarity of instruction, followed by the quality of the teacher-student relationship as preconditions for students’ state learning enjoyment. The results will be discussed regarding the strengths and constraints of cross-validating results using a mixed methods design.
Item Type: |
Conference or Workshop Item (Speech) |
|---|---|
Division/Institute: |
07 Faculty of Human Sciences > Institute of Education > School and Teaching Research 07 Faculty of Human Sciences > Institute of Education |
UniBE Contributor: |
Hagenauer, Gerda, Hascher, Tina |
Subjects: |
300 Social sciences, sociology & anthropology > 370 Education |
Language: |
English |
Submitter: |
Selina Teuscher |
Date Deposited: |
28 Jul 2017 15:14 |
Last Modified: |
05 Dec 2022 15:03 |
URI: |
https://boris.unibe.ch/id/eprint/97371 |
Actions (login required)
 |
Edit item |