Can motive-related imagery make school tasks more appealing?

Autor/inn/en	Puca, Rosa Maria; Scheidemann, Bettina
Titel	Can motive-related imagery make school tasks more appealing?
Quelle	In: Zeitschrift für pädagogische Psychologie, 31 (2017) 3-4, S. 191-203Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652/a000207
Schlagwörter	Bildhafte Vorstellung; Interpersonale Kompetenz; Mathematikunterricht; Motivation; Leistungsmotivation; Muttersprachlicher Unterricht; Interpersonale Kompetenz; Leistungsmotivation; Motivation; Mathematikunterricht; Muttersprachlicher Unterricht
Abstract	Examined whether motive-related imagery can make school tasks more appealing. A hypothesis suggests that tasks that raise issues related to affiliation, achievement, or power should be more motivating than tasks that do not raise these topics. To test this hypothesis, the tasks of common mathematics and German textbooks were enriched with affiliation, achievement, or power issues. In four experiments, a total of 223 fifth graders rated how much they would like to work on the tasks (n = 31 for essay tasks, n = 76 for math tasks) and how confident they were about solving them (n = 56 for essay tasks, n = 60 for math tasks). Motive-related issues were within-subject variables. Results show that participants were more attracted to tasks that included motive imagery than to neutral tasks, and they were more confident that they could solve the former than the latter. These effects were true particularly for tasks containing affiliation motive imagery. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2018/1