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Motivation

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Pädagogische Psychologie

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Zusammenfassung

Das Kapitel befasst sich im ersten Teil aus theoretischer Sicht mit dem Begriff der Motivation und den wichtigsten in der Literatur bislang differenzierten Motivationskonstrukten. Im zweiten Teil wird über empirische Befunde zur Bedeutung zentraler Konstrukte für Lernen und Leistung berichtet. Dabei stehen die Leistungsmotivation, die Zielorientierungen, intrinsische vs. extrinsische Motivation und das Interesse im Vordergrund. Die Befunde unterstreichen die Wirksamkeit der Lernmotivation, auch wenn andere wichtige Einflussgrößen (z.B. Kompetenzniveau) kontrolliert werden. Schließlich behandelt der dritte Teil des Kapitels die Entwicklung und Förderung der Motivation. Insbesondere intrinsische Formen der Motivation nehmen im Laufe der Schulzeit ab und bedürfen der Förderung. Es wird eine Reihe von empirisch bewährten Möglichkeiten aufgezeigt, die Lernmotivation zu fördern.

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  1. Department Psychologie, Pädagogische Psychologie, Universität Potsdam, Karl-Liebknecht-Straße 24/25, 14476, Potsdam OT Golm, Deutschland

    Ellen Schaffner Dr.

  2. Department Psychologie, Abteilung für Pädagogische Psychologie, Universität Potsdam, Karl-Liebknecht-Straße 24/25, 14476, Potsdam OT Golm, Deutschland

    Ulrich Schiefele Prof. Dr.

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  1. Fakultät für Psychologie und Sportwissenschaft, Universität Bielefeld, Bielefeld, Nordrhein-Westfalen, Germany

    Elke Wild

  2. Institut für Psychologie, Christian-Albrechts-Universität zu Kiel, Kiel, Schleswig-Holstein, Germany

    Jens Möller

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Schiefele, U., Schaffner, E. (2015). Motivation. In: Wild, E., Möller, J. (eds) Pädagogische Psychologie. Springer-Lehrbuch. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-41291-2_7

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