Metakognitive Strategien beim Textverstehen und ihre Bedeutung für das politische Fachwissen in allgemeinbildenden und beruflichen Schulen

Weißeno, Georg; Grobshäuser, Natalie; Schmidt, Anja

doi:10.1007/978-3-658-27896-0_7

Cited by 8 publications

(2 citation statements)

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“…There have been numerous studies conducted on political knowledge for primary schools and lower and upper levels in secondary schools. The tests for the upper levels in vocational and general grammar schools all show acceptable goodness of fit values (Landwehr, 2017; Weisseno and Weisseno, 2021; Weisseno et al, 2019). The test instruments on political knowledge were validated with expected correlations to the marks in German, Mathematics and Civics and to fluid intelligence.…”

Section: State Of the Artmentioning

confidence: 94%

“…One can say that the purpose of civics lessons is primarily to acquire conceptual political knowledge, motivation and suitable meta-cognitive strategies. A study for vocational grammar schools shows on this point that meta-cognitive strategies used while learning correlate positively with political knowledge (Weisseno et al, 2019). Girls may have better meta-cognitive strategies than boys, but the link between the two meta-cognitive constructs investigated in that study was not significant.…”

Section: State Of the Artmentioning

confidence: 99%

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Achievement motivation in civics courses at vocational grammar schools

Weißeno

Grobshäuser

2023

Citizenship, Social and Economics Education

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This article examines achievement motivation in connection with the political knowledge of upper secondary level pupils at german vocational grammar schools. The influence of achievement motivation in civic courses has been scarcely researched so far. In the expectancy-value model, expectations of success are important determinants of action in relation to academic achievements. Pupils’ expectations of success or failure in civics courses have a behaviour-regulating function. They influence pupils’ behaviour when learning about politics. In the cross-sectional survey of 470 pupils, results show lasting effects from an approach motivation (“hope of success”) and an avoidance motivation (“fear of failure”) studied. The data of this study confirmed the influence of achievement motivation in civics courses on the school-related political knowledge. While cultural capital makes no significant difference in the extent of the motivational constructs, a migrant background showed moderate but inconsistent effects and gender had clear negative effects for the girls. In this study, it was shown that based on the theoretical foundation described, the theory of domain-specific competency can be combined with the achievement motivation in Civics.

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Section: State Of the Artmentioning

confidence: 94%

Section: State Of the Artmentioning

confidence: 99%