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Title [sv]
Kognition, kunskapssyn, intresse och motivation i kemi: en jämförelse av elevers utveckling över skolåren 5-10 i Sverige och Tyskland.
Title [en]
Cognition, beliefs, interests and motivation in chemistry secondary education - a comparison between school years 5-11 in Sweden and Germany
Abstract [sv]
Learning outcomes in science education are multivariate: Students should, for example, learn the basic concepts and methods, and develop motivation to engage in further learning and societal discussions. Furthermore, we want them to develop beliefs and strategies that contribute to high quality learning and useful knowledge. However, in Sweden, the trend is currently negative regarding many of these outcomes in science education, especially the interest for learning chemistry. The study aims at analysing if differences in teaching or organization of the school system can offer explanations to the significantly higher interest for higher studies in chemistry in Germany than in Sweden. We intend to investigate if/how students? cognitive and motivational characteristics change over the school years 5-11 in Sweden and Germany, and if/how these changes are related to school systems or classroom features in the respective countries. Relationships between cognitive and motivational characteristics will be outlined in a holistic and fine-grained model. Questionnaire-, test-, and interview data will provide input to the models. Multivariate projection methods (PCA, PLS-DA/OPLS) and probabilistic analyses (Rasch, Partial credit models) will be used to analyse relationships between variables and differences between the respective countries. The study will add to motivation research as well as school development.
Publications (4 of 4) Show all publications
Hofverberg, A. & Winberg, M. T. (2020). Achievement goals and classroom goal structures: Do they need to match?. The Journal of educational research (Washington, D.C.), 113(2), 145-162
Open this publication in new window or tab >>Achievement goals and classroom goal structures: Do they need to match?
2020 (English)In: The Journal of educational research (Washington, D.C.), ISSN 0022-0671, E-ISSN 1940-0675, Vol. 113, no 2, p. 145-162Article in journal (Refereed) Published
Abstract [en]

It is often assumed that students’ personal achievement goals are most beneficial when they match the goal structures of the classroom, but interaction between achievement goals and goal structures is not well researched. In this study, we aim at providing a nuanced picture of the direct, interaction, and nonlinear effects of achievement goals and goal structures on test performance and autonomous motivation. We used multiple linear regressions, including interaction and quadratic terms, in combination with response surface methodology to analyze questionnaire data from students in Grades 6-10. We found no evidence for a general match effect, and only weak indications of interactions between achievement goals and goal structures. Thus, the match between classroom goal structures and students’ personal goals may be less important for students’ motivation and achievement than previously assumed. Still, based on our results we recommend a focus on mastery structures in the classroom.

Place, publisher, year, edition, pages
Taylor & Francis, 2020
Keywords
Achievement goal, goal structure, autonomous motivation, response surface methodology, polynomial regression
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-169627 (URN)10.1080/00220671.2020.1759495 (DOI)
Note

Originally included in thesis in manuscript form. 

Available from: 2020-04-13 Created: 2020-04-13 Last updated: 2020-05-27Bibliographically approved
Hofverberg, A. & Winberg, M. (2019). Interplay between achievement goals and goal structures: Effects on achievement and motivation. In: Book of Abstracts EARLI 2019: . Paper presented at The 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI2019), 12–16 August, 2019, Aachen, Germany.
Open this publication in new window or tab >>Interplay between achievement goals and goal structures: Effects on achievement and motivation
2019 (English)In: Book of Abstracts EARLI 2019, 2019Conference paper, Oral presentation only (Refereed)
Abstract [en]

Research has shown direct and indirect effects of students’ achievement goals and classroom goal structures on school performance and motivation. However, whether, and how, the effects of students’ achievement goals depend on classroom goal structures has not received much attention. Moreover, extant studies have not accounted for nonlinear effects, which may mask matching effects between goals and structures. Our study aims at providing a nuanced picture of the direct, interaction, and nonlinear effects of achievement goals and goal structures on student’s test performance and motivation in chemistry. Multiple linear regression in combination with response surface plots were used in the analysis of questionnaire data from 909 students involved in a cross-sectional survey in Grades 6-10. Results indicate that interactions between goals are more influential on student achievement and motivation than interactions between goals and structures. No evidence for a general matching effect between goals and goal structures was found. Mastery goals were universally beneficial, but in particular when students were low in performance goals and the perceived performance structure was weak. Overall, it seems that the influence of classroom goal structures on the effect of achievement goals may be smaller than previously assumed.

Keywords
Educational Psychology, Goal orientation, Motivation, Science education
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-165551 (URN)
Conference
The 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI2019), 12–16 August, 2019, Aachen, Germany
Funder
Swedish Research Council, 721-2013- 2180
Available from: 2019-11-26 Created: 2019-11-26 Last updated: 2019-11-27Bibliographically approved
Winberg, M. T., Hofverberg, A., Lindfors, M., Parchmann, I., Bernholt, A., Bernholt, S., . . . Kampa, N. (2019). Kognition, kunskapssyn, intresse och motivation i kemi: en jämförelse av elevers utveckling över skolåren 5–10 i Sverige och Tyskland. In: Resultatdialog 2019: (pp. 112-116). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Kognition, kunskapssyn, intresse och motivation i kemi: en jämförelse av elevers utveckling över skolåren 5–10 i Sverige och Tyskland
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2019 (Swedish)In: Resultatdialog 2019, Stockholm: Vetenskapsrådet , 2019, p. 112-116Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2019
National Category
Educational Sciences
Research subject
didactics of chemistry
Identifiers
urn:nbn:se:umu:diva-167928 (URN)9789188943224 (ISBN)
Funder
Swedish Research Council, 2013-02180
Available from: 2020-02-06 Created: 2020-02-06 Last updated: 2020-02-25Bibliographically approved
Hofverberg, A. & Winberg, M. T.Are mastery structures beneficial for everyone?: The interaction between mastery structures and achievement goals in grades 6-10.
Open this publication in new window or tab >>Are mastery structures beneficial for everyone?: The interaction between mastery structures and achievement goals in grades 6-10
(English)Manuscript (preprint) (Other academic)
National Category
Didactics
Identifiers
urn:nbn:se:umu:diva-169629 (URN)
Available from: 2020-04-13 Created: 2020-04-13 Last updated: 2020-04-14
Principal InvestigatorWinberg, Mikael
Coordinating organisation
Umeå University
Funder
Period
2014-01-01 - 2017-12-31
National Category
DidacticsPedagogical Work
Identifiers
DiVA, id: project:1275Project, id: 2013-02180_VR

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