Stefan T. Siegel
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Siegel
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Stefan T.
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stefan.siegel@unisg.ch
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Students’ and Instructors’ Understandings, Attitudes and Beliefs about Educational Theories: Results of a Mixed-Methods Study

2021-04-23 , Siegel, Stefan T. , Daumiller, Martin

Abstract (1) Background: Educational theories are a constitutive element of educational studies. Despite their theoretical relevance, little is still known about students’ and instructors’ understandings of educational theories and their theory-related attitudes and beliefs. (2) Methods: To elucidate these constructs and to test their relevance, we conducted a mixed-methods study with 32 students and 12 instructors of educational studies at a German university. (3) Results: We found that both groups perceived educational theories as rather abstract concepts. Students reported rather negative attitudes and naive beliefs. For both groups, we found that attitudes and beliefs were strongly tied to motivational and affective aspects when dealing with educational theories, which stresses their relevance for educational studies. (4) Conclusions: We suggest a systematic theoretical clarification of the term educational theories. Furthermore, consideration of students’ and instructors’ theory-related attitudes and beliefs can give rise to meaningful practical implications (e.g., through self-reflection). Keywords: educational theory; theory-related attitudes; epistemic beliefs; educational studies; mixed methods study https://www.mdpi.com/2227-7102/11/5/197

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Preservice Teachers' Attitudes and Beliefs About Educational Theories: Associations With Motivational, Affective, and Conative Aspects

2021-04 , Siegel, Stefan T. , Wisniewski, Benedikt , Daumiller, Martin

Educational theories are a constitutive element of teacher education. Despite their relevance, pre-service teachers’ attitudes and beliefs about these concepts are hardly investigated—especially their interrelations with motivational, affective and conative aspects of their professionalization. Therefore, we conducted a cross-sectional online study with 180 German pre-service-teachers. The results reveal high interindividual differences in their educational theory-related attitudes and beliefs. These constructs were strongly tied to motivational (subjective task value, achievement goals), affective (emotions enjoyment and boredom) and conative aspects (dealing with educational theories) when engaging with these concepts, which stresses their relevance for teacher education. Structural equation modeling reinforced the postulated mediating role of motivations and emotions regarding the effects of attitudes and beliefs for dealing with educational theories. https://osf.io/sf4et/

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Ist das Vertrauen in die Wissenschaft dahin? Betrug und Fehlverhalten in der Wissenschaft

2020 , Siegel, Stefan T. , Daumiller, Martin , Siegel, Stefan T. , Daumiller, Martin

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Construction and Validation of a Short Multidisciplinary Research Performance Questionnaire (SMRPQ)

2019-05-05 , Daumiller, Martin , Siegel, Stefan T. , Dresel, Markus

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Wie wollen wir in Zukunft Wissenschaft betreiben?

2020 , Daumiller, Martin , Siegel, Stefan T. , Siegel, Stefan T. , Daumiller, Martin

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Publication

Vorwort

2020 , Siegel, Stefan T. , Daumiller, Martin , Siegel, Stefan T. , Daumiller, Martin

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Publication

Preservice Teachers' Attitudes and Beliefs About Educational Theories

2023-04 , Dr. Stefan T. Siegel , Daumiller, Martin

Educational theories are a constitutive element of teacher education. Despite their relevance, pre-service teachers’ attitudes and beliefs about these concepts are hardly investigated—especially their interrelations with motivational, affective and behavioral aspects of their professionalization. Therefore, we conducted a cross-sectional online study with 180 German pre-service-teachers. The results reveal high interindividual differences in their educational theory-related attitudes and beliefs. These constructs were strongly tied to motivational (subjective task value, achievement goals), affective (emotions enjoyment and boredom) and behavioral aspects (dealing with educational theories) when engaging with these concepts, which stresses their relevance for teacher education. Structural equation modeling reinforced the postulated mediating role of motivations and emotions regarding the effects of attitudes and beliefs for dealing with educational theories.

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Open Science als Antwort auf die Glaubwürdigkeitskrise der Wissenschaft

2020 , Schönbrodt, Felix , Siegel, Stefan T. , Daumiller, Martin , Siegel, Stefan T. , Daumiller, Martin

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