Supporting intrinsic motivation and learning-friendly attributions in German student-teacher-conferences

Ertl S, Daumiller M, Kuecherer B, Furtak EM, Dresel M, Hartinger A (2023)

Publication Type: Journal article

Publication year: 2023

Journal

Education 3-13 - International Journal of Primary, Elementary and Early Years Education Taylor & Francis

DOI: 10.1080/03004279.2023.2199775

Abstract

Promoting students' motivation to learn and supporting learning-friendly attributions is an important task for teachers. While doing so is possible in the classroom every day, there are also special situations with particular formats, such as student-teacher-conferences, which can be well-suited to supporting students' motivation to learn. German student-teacher-conferences (=German: Lernentwicklungsgesprache (LEGs); translated literally: learning development conversations) are a form of performance assessment and performance feedback in which elements of formative assessment can be implemented. This article examines whether LEGs correlate with intrinsic motivation and learning-friendly attributions when they are perceived by students as supportive of learning. For this purpose, 392 children in grade 2 (mainly at the age of 7 and 8) filled out questionnaires in a pre-post design. The results show that, from the children's point of view, LEGs are mostly implemented in ways that learners perceive as supportive of their learning and motivation; that said, there were significant differences both between teachers and between teachers' different LEGs. In addition, we observed a relationship between LEGs, intrinsic motivation and learning-friendly attributions, although it was depended on the children's perspective of how the LEGs were implemented.

Authors with CRIS profile

Sonja Ertl Juniorprofessur für Grundschulpädagogik und -didaktik mit dem Schwerpunkt Inklusiver Umgang mit Heterogenität

Additional Organisation(s)

FAU Profilzentrum Licht.Materie.Quantentechnologien (FAU LMQ)

Involved external institutions

Universität Augsburg DE Germany (DE) University of Colorado at Boulder US United States (USA) (US)

How to cite

APA:

Ertl, S., Daumiller, M., Kuecherer, B., Furtak, E.M., Dresel, M., & Hartinger, A. (2023). Supporting intrinsic motivation and learning-friendly attributions in German student-teacher-conferences. Education 3-13 - International Journal of Primary, Elementary and Early Years Education. https://dx.doi.org/10.1080/03004279.2023.2199775

MLA:

Ertl, Sonja, et al. "Supporting intrinsic motivation and learning-friendly attributions in German student-teacher-conferences." Education 3-13 - International Journal of Primary, Elementary and Early Years Education (2023).

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