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Entwicklung von Einstellungen und Motivation der Studierenden im Assessment-Jahr
Type
fundamental research project
Start Date
01 December 2011
End Date
31 May 2012
Status
ongoing
Keywords
Einstellung
Motivation
Studieneingangsphase
Description
Die Weiterentwicklung der Qualität des Studiums kann als ein wesentliches Ziel einer Universität angesehen werden. Im Rahmen von Evaluationen steht hauptsächlich die Qualität der Lehrveranstaltungen bzw. der Dozierenden im Vordergrund. Vor dem Hintergrund der von Akkreditierungs-Agenturen wie AACSB geforderten Outcome-Orientierung werden im beantragten Forschungsprojekt die Studierenden und ihr Handeln im Rahmen des Studiums in den Blick genommen. Der Schwerpunkt liegt dabei auf den Einstellungen und Motivationen der Studierenden, da diese eine wesentliche Voraussetzung für die Kompetenzentwicklung darstellen (Spinath, 2006). Des weiteren können sie als ein Bestandteil der Lernkultur einer Hochschule aufgefasst werden (Jenert et al., 2008).
Die Forschung zu Einstellungen und Motivationen verfügt bereits über eine lange Tradition. Allerdings handelt es sich bei den vorhandenen Untersuchungen hauptsächlich um Momentaufnahmen oder um Korrelationsstudien. So gibt es zwar eine Reihe von Studien, die den Zusammenhang zwischen der studentischen Motivation und der Studienleistung beleuchten (Pintrich, 1999), allerdings wird die Entwicklung im Studienverlauf nur sehr vereinzelt betrachtet (Fazey & Fazey, 1998; Jacobs & Newstead, 2000). Für die Entwicklung von Motivation und Einstellung in der Studieneingangsphase kann somit eine Forschungs-lücke identifiziert werden. Entsprechend verfolgt das beantragte Forschungsprojekt folgende drei Ziele:
1.) die Deskription der Einstellungen und Motivationen der Studierenden der Universität St. Gallen zu Beginn der Assessment-Stufe;
2.) die Untersuchung der Entwicklung der Einstellungen und Motivationen über das erste Studienjahr, um daraus ableiten zu können, wie die Lern- und Studienkultur an der Universität St. Gallen entsteht;
3.) die Aufklärung möglicher Einflussfaktoren auf die Einstellungs- und Motivationsentwicklung.
Das Forschungsdesign des beantragten Projekts umfasst die Verbindung einer Längsschnitt-studie mit problemzentrierten Interviews. Mit dieser Kombination aus quantitativer und qualitativer Methodik soll einerseits die Entwicklung von Einstellungen und Motivation möglichst präzise und nachvollziehbar abgebildet werden. Andererseits ermöglicht die qualitative Methode die Beleuchtung von Einflussfaktoren auf die Einstellungs- und Motivationsentwicklung, die mittels eines standardisierten Instruments nicht erfasst werden könnten. Für die Längsschnittstudie wurde in Vorarbeiten u. a. bereits ein Pre-Test durchgeführt, so dass für die Untersuchung auf eine Vielzahl von validierten Instrumenten zurückgegriffen werden kann.
Mit dem Forschungsprojekt wird nicht nur ein Beitrag zum wissenschaftlichen Diskurs im Bereich der Hochschulforschung geleistet, es können auch interessante Erkenntnisse für die weitere Qualitätsentwicklung des Studiums an der Universität St. Gallen erwartet werden.
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Die Forschung zu Einstellungen und Motivationen verfügt bereits über eine lange Tradition. Allerdings handelt es sich bei den vorhandenen Untersuchungen hauptsächlich um Momentaufnahmen oder um Korrelationsstudien. So gibt es zwar eine Reihe von Studien, die den Zusammenhang zwischen der studentischen Motivation und der Studienleistung beleuchten (Pintrich, 1999), allerdings wird die Entwicklung im Studienverlauf nur sehr vereinzelt betrachtet (Fazey & Fazey, 1998; Jacobs & Newstead, 2000). Für die Entwicklung von Motivation und Einstellung in der Studieneingangsphase kann somit eine Forschungs-lücke identifiziert werden. Entsprechend verfolgt das beantragte Forschungsprojekt folgende drei Ziele:
1.) die Deskription der Einstellungen und Motivationen der Studierenden der Universität St. Gallen zu Beginn der Assessment-Stufe;
2.) die Untersuchung der Entwicklung der Einstellungen und Motivationen über das erste Studienjahr, um daraus ableiten zu können, wie die Lern- und Studienkultur an der Universität St. Gallen entsteht;
3.) die Aufklärung möglicher Einflussfaktoren auf die Einstellungs- und Motivationsentwicklung.
Das Forschungsdesign des beantragten Projekts umfasst die Verbindung einer Längsschnitt-studie mit problemzentrierten Interviews. Mit dieser Kombination aus quantitativer und qualitativer Methodik soll einerseits die Entwicklung von Einstellungen und Motivation möglichst präzise und nachvollziehbar abgebildet werden. Andererseits ermöglicht die qualitative Methode die Beleuchtung von Einflussfaktoren auf die Einstellungs- und Motivationsentwicklung, die mittels eines standardisierten Instruments nicht erfasst werden könnten. Für die Längsschnittstudie wurde in Vorarbeiten u. a. bereits ein Pre-Test durchgeführt, so dass für die Untersuchung auf eine Vielzahl von validierten Instrumenten zurückgegriffen werden kann.
Mit dem Forschungsprojekt wird nicht nur ein Beitrag zum wissenschaftlichen Diskurs im Bereich der Hochschulforschung geleistet, es können auch interessante Erkenntnisse für die weitere Qualitätsentwicklung des Studiums an der Universität St. Gallen erwartet werden.
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Leader contributor(s)
Member contributor(s)
Funder(s)
Topic(s)
Einstellungsentwicklung Studierender
Method(s)
Quantitative Längsschnittbefragung (Survey)
Qualitative Verlaufsforschung (Einzelinterviews)
Range
Institute/School
Range (De)
Institut/School
Division(s)
Eprints ID
207593
11 results
Now showing
1 - 10 of 11
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PublicationType: journal articleJournal: Zeitschrift für Berufs- und WirtschaftspädagogikVolume: 109Issue: 4
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PublicationHow Do They Find Their Place? A Longitudinal Study of Management Students' Attitudes and Motivations During Their First Year at Business School( 2015-04-19)The first year of studying has been extensively researched applying different theoretical lenses to better understand the transition into Higher Education (HE). It is of particular interest to investigate how students deal with frictions between themselves as individuals and what they perceive to be dominant features of the first-year culture of their studies. To tackle this question, a qualitative longitudinal study was conducted. Based on a sociocultural understanding of attitudes and motivations, its aim was to closely follow a relatively small but highly diverse sample of students throughout their first year at a business school in order to develop an in-depth understanding of each individual’s motivational and attitudinal development.Type: conference paper
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PublicationType: conference paper
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PublicationStudents' Attitudes during their First Year at a Business School - Implications for Sustainable DevelopmentIn the face of the economic and financial crisis, business education has become confronted with the question whether it is (partly) responsible for the misconduct of managers and whether business schools only attract students with certain predispositions. While such statements feed media headlines, they lack solid investigations and empirical evidence. To our knowledge, there is hardly any empirical research on the characteristics of business school students. In our view, it is critical for the future development of business school to understand students' current perceptions of, and attitudes towards, studying at a business school. In a longitudinal study, we assessed business school students' attitude and motivation and their development over the first year of their studies. Among others, we addressed student attitudes towards the issue of Sustainable Development. As a result of our study, the often encountered negative image of business school students cannot be confirmed. Instead it seems advisable to take a closer look at our students at business schools. Indeed, the decline of certain perceptions and attitudes over the course of the students' first year is worth of consideration. Especially, the decline of students' attitude towards sustainable development is rather remarkable. As a practical implication of our study, a stronger focus on the sustainable development (SD) of business can be identified as one possible area for improvement.Type: conference paper
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PublicationOn the assessment of attitudes towards the study process and the university : Attitudes towards the Study Environment Questionnaire (ASEQ)(EARLI European Association for Research on Learning and Instruction, 2013-08-28)The purpose of the research was to develop and validate an instrument for the assessment of attitudes towards the study environment in higher education contexts. The questionnaire is designed to measure students' attitudes towards two particular objects: the university (or Higher Education Institution) and the process of studying. Five studies at two different universities were conducted to develop and validate the Attitudes towards the Study Environment Questionnaire (ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests and exploratory factor analysis as well as confirmatory factor analysis showed satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire is internally consistent and construct validity of the scales is supported by correlations with other constructs as assumed by current theories: Positive attitudinal constructs (normative behavior, autonomy, joy, self-efficacy, and task value) are positively related to intrinsic motivation and the expected study performance while anxiety is negatively related to these constructs. Since attitudes towards the study situation are connected to student engagement and motivation, the study contributes to the theory of student learning by providing a validated instrument to assess attitudes. Thus, the ASEQ can support further research on student performance and development by providing an instrument for the hitherto neglected but nonetheless extremely relevant domain of attitudes. Also, the questionnaire can be used as a diagnostic instrument for higher education faculty and administration to trace students' attitudinal development over time - a factor of prime importance for student socialization during the introductory phase of studying.Type: conference paper
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PublicationType: conference paper
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PublicationA latent growth curve analysis of Business students' intrinsic and extrinsic motivation(EARLI European Association for Research on Learning and Instruction, 2013-08-30)The proposed paper aims to investigate the longitudinal development of students' motivation over the first year of their studies at a business school by using latent growth curve modeling. The study tackles the following core research questions: How do first-year university students' intrinsic and extrinsic vary over time? Which (motivational) factors are related to students' motivational development? Although motivational dispositions have been analyzed extensively in previous studies, their longitudinal development has hitherto not been examined in the higher education context. This longitudinal study is conducted at the University of St. Gallen in Switzerland. The current sample includes 280 first-year students who have been surveyed three times and who are representative of the first-year student population. Descriptive results show that prior to their studies, students were motivated most by intrinsic factors, however, extrinsic motivation was also quite high. Employing latent growth curve modeling, it could be shown that both intrinsic and extrinsic motivation decline significantly over the course of the first year (8 months). The study contributes to motivation theory by providing further insights into the development of academic motivation over time. Latent growth curve modeling as a method can be well used for longitudinal data analysis, thus, excluding measurement error from longitudinal data. Furthermore, the study supports educational developers by determining factors influencing students' motivational development.Type: conference paper
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PublicationAre Business School Students' Only Determined by Extrinsic Motivation? : First results of a longitudinal studyThe paper aims to investigate the longitudinal development of students' motivation over the first year of their studies at a business school. The study tackles the following core research questions: How do first-year university students' intrinsic, extrinsic, and task motivation vary over time? Which (motivational) factors are related to students' confidence in academic success? Although motivational dispositions have been analyzed extensively in previous studies, their longitudinal development has hitherto not been examined in the higher education context. This longitudinal study is conducted at the University of St. Gallen in Switzerland. The current sample includes 410 first-year students who have already been surveyed twice (out of three survey dates) and who are representative of the first-year student population. Results show that prior to their studies, students were motivated most by intrinsic factors, however, extrinsic motivation was also quite high. While extrinsic motivation has remained stable over the course of the first semester (4 months), intrinsic motivation, task motivation and self-efficacy have declined significantly. In addition, we found that extrinsic motivation is related to the students' expected study performance. The study contributes to motivation theory by providing further insights into the development of motivation over time. Furthermore, the study suggests that factors influencing students' motivational development, e.g. positive emotions during learning, should be taken into account when designing courses and study programs in higher education.Type: conference paper
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PublicationHow Business Students Attitudes towards their University and Studying Develop during the First Year : A Qualitative Longitudinal Study(EARLI European Association for Research on Learning and Instruction, 2013-08-30)The aim of this qualitative study is first to investigate the attitude development of students in their initial year at university. College effectiveness research has shown that attitudes towards studying as well as to one's university are key factors influencing student engagement. Up to now, little is known about the processes through which such attitudes develop. Based on the theory of planned behaviour (Ajzen & Fishbein, 1980), the study addresses this research gap in three parts: a) development paths of students' attitudes towards studying and the university; b) the normative behaviour of the fellow students as well as significant persons, c) university-related experiences during the first year influencing students' attitude development. To answer these research questions, a series of five interviews was conducted throughout the first year with a total of 13 first-year students at the University of St. Gallen/Switzerland. Data analysis was performed referring to the procedures suggested by Neale (2012) for qualitative longitudinal data. To master the challenge of displaying developments over time, graphical analysis was used to construct a case history (cf. Henderson, Holland et al., 2012) for each individual. Regarding the students' developments over time, the analysis shows the participants' attitudes towards the university became more differentiated over time. A second major result concerns frictions between students' own attitudes and what they perceive to be the dominant normative behaviour. It became obvious that this developmental process is influenced by concrete incidents students experience during the first year and thus, can be shaped by structural changes.Type: conference paper
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PublicationType: conference paper