Adolescents' enjoyment and effort in class: Influenced by self-directed learning intervals.

Autor/inn/en	Schweder, Sabine; Raufelder, Diana
Titel	Adolescents' enjoyment and effort in class: Influenced by self-directed learning intervals. Gefälligkeitsübersetzung: Freude und Anstrengung von Jugendlichen im Unterricht: Beeinflusst von selbstgesteuerten Lernintervallen.
Quelle	In: Journal of school psychology, (2022) 95, S. 72-89Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0022-4405; 1873-3506
DOI	10.1016/j.jsp.2022.09.002
Schlagwörter	Freude; Jugend; Schule; Schulklasse; Schulumwelt; Lernender; Leistungsmotivation; Lernen; Lernmotivation; Lehrmethode; Individualisierender Unterricht; Entwicklung; Jugendlicher
Abstract	Based on the control-value theory, the present study examined the development and change of enjoyment and effort among adolescents during a school year. The study analyzed 754 adolescent students (M-Age = 13.56; SD = 1.2; 49.7% female) who twice participated in a 1-week intervention of self-directed learning (SDL). The results of the bivariate latent neighbor change model showed that - contrary to previous study results - a positive development of enjoyment and effort was generally recorded over the school year and that particularly the two 1-week self-directed learning interventions were beneficial for this increase. Furthermore, the results show that enjoyment and effort were reciprocally linked over time, but only when self-directed learning was experienced first. In other words, by enlarging instruction via self-directed learning intervals, it is possible to counteract the tendency of enjoyment and effort to exhibit a downward spiral. This tendency is especially pronounced during students' entry into secondary school and the onset of adolescence. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1