Zusammenfassung
Motivationale Merkmale und Prozesse werden in der Pädagogischen Psychologie vor allem auf das Lernen bezogen. Der besondere Stellenwert der Motivation für Lernen und Leistung ist dabei durch zahlreiche empirische Studien belegt worden (► Abschn. 7.2). Diese zeigen, dass bestimmte Formen der Lernmotivation den Lernerfolg jeweils begünstigen, aber auch beinträchtigen können. Dabei sind direkte und indirekte Leistungseffekte der Motivation zu unterscheiden. Indirekte Effekte werden in der Regel durch bildungsbezogene Entscheidungen vermittelt (z. B. Kurs- und Studienfachwahlen), während direkte Effekte sich auf lernrelevante Verhaltensweisen (z. B. investierte Lernzeit) oder auf Aspekte der Informationsverarbeitung (z. B. Verknüpfung neuer Information mit Vorwissen) beziehen.
Die Bedeutung der Motivation ergibt sich nicht nur aus ihrer leistungsförderlichen Wirkung. Vielmehr sind hoch motivierte Lerner bzw. Schüler auch deshalb wünschenswert, weil der Unterricht mit motivierten Schülern konfliktfreier, reibungsloser und effizienter abläuft. Die daraus resultierende Erhöhung von Lernzeit und Erlebensqualität kann wiederum den Lernerfolg begünstigen. Schließlich sind Motivation und (vor allem) Interesse wichtig, weil sie dafür sorgen, dass Schüler auch langfristig danach streben, sich mit bestimmten Fächern auseinanderzusetzen (z. B. in Studium und Beruf ). In Übereinstimmung mit dieser Sichtweise hat die neuere, konstruktivistische Instruktionsforschung (► Kap. 4) motivationale Variablen zunehmend als wichtige Kriterien erfolgreichen Unterrichts berücksichtigt.
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Schiefele, U. (2009). Motivation. In: Wild, E., Möller, J. (eds) Pädagogische Psychologie. Springer-Lehrbuch. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-88573-3_7
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