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Zeitschrift für Erziehungswissenschaft

, Volume 21, Issue 4, pp 717–734 | Cite as

Formative assessment and intrinsic motivation: The mediating role of perceived competence

  • Annika Lena Hondrich
  • Jasmin Decristan
  • Silke Hertel
  • Eckhard Klieme
Schwerpunkt

Abstract

Formative Assessment (FA) refers to eliciting evidence about students’ understanding and using the information to support learning, e. g. via individual feedback. There is evidence that FA fosters students’ motivation, but less is known about the underlying processes. The present study investigates direct effects of FA on intrinsic motivation as well as the mediating role of students’ perceived competence, drawing on Deci and Ryan’s self-determination theory. In a randomized, controlled trial, primary school teachers were either assigned to an FA training (n = 17) or to a control group (CG; n = 11). All teachers then taught two science units in their classrooms (FA: n = 319 students, CG: n = 232). Multilevel regression analyses showed a higher perceived competence and a marginally higher intrinsic motivation for FA students after unit 1. After unit 2, both intrinsic motivation and perceived competence were higher in the FA condition, and the impact on intrinsic motivation was significantly mediated by students’ perceived competence after the first unit. These results confirm and extend previous findings on the effectiveness of formative assessment on motivational outcomes.

Keywords

Formative assessment Intrinsic motivation Perceived competence Primary school Self-determination theory 

Formatives Assessment und intrinsische Motivation: die mediierende Wirkung von Kompetenzerleben

Zusammenfassung

Formatives Assessment (FA) bezeichnet eine Lernverlaufsdiagnostik, die genutzt wird um das Lernen der Schülerinnen und Schüler (SuS) zu fördern, indem u. A. Rückmeldungen gegeben werden. Bisherige Studien zeigen positive Effekte von FA auf die Motivation, jedoch fehlt Forschung über die zugrundeliegenden Prozesse. Die vorliegende Studie untersucht direkte Effekte von FA auf die intrinsische Motivation von SuS, sowie abgeleitet von Deci und Ryans Selbstbestimmungstheorie, die mediierende Wirkung von Kompetenzerleben. Grundschullehrpersonen wurden randomisiert einer FA-Fortbildung (n = 17) oder einer Kontrollgruppe (CG, n = 11) zugeordnet und unterrichteten anschließend zwei Einheiten in ihren Klassen (FA: n = 319; CG: n = 232 SuS). Mehrebenenregressionsanalysen zeigten nach der ersten Einheit ein höheres Kompetenzerleben und eine marginal höhere intrinsische Motivation in der FA Gruppe, sowie nach der zweiten Einheit positive Effekte auf beide Variablen. Der Effekt von FA auf die intrinsische Motivation war zudem mediiert durch das Kompetenzerleben nach Einheit 1. Dies bestätigt und erweitert bisherige Kenntnisse über die motivationsfördernde Wirkung von FA.

Schlüsselwörter

Formatives Assessment Intrinsische Motivation Kompetenzerleben Grundschule Selbstbestimmungstheorie 

Supplementary material

11618_2018_833_MOESM1_ESM.docx (19 kb)
Indicators of students’ intrinsic motivation and perceived competence with mplus syntax code for the cross-level mediation analysis

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Copyright information

© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2018

Authors and Affiliations

  1. 1.Deutsches Institut für Internationale Pädagogische Forschung (DIPF)FrankfurtGermany
  2. 2.Institut für BildungsforschungBergische Universität WuppertalWuppertalGermany
  3. 3.Institut für BildungswissenschaftUniversität HeidelbergHeidelbergGermany

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