Unterschiedlich motiviert für das Studium: Motivationale Profile von Studierenden und ihre Zusammenhänge mit demografischen Merkmalen, Lernverhalten und Befinden

Kegel, Lena S.; Schnettler, Theresa; Scheunemann, Anne; Bäulke, Lisa; Thies, Daniel O.; Dresel, Markus; Fries, Stefan; Leutner, Detlev; Wirth, Joachim; Grunschel, Carola

doi:10.3224/zehf.v4i1.06

Cited by 3 publications

(7 citation statements)

References 47 publications

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“…Our results showed a significant decrease for all three subdimensions of study satisfaction over the course of both the summer semester 2020 and fall semester 2020/2021. The decreasing trend found in our study is comparable to Scheunemann et al (2021) although the drop in the means of the subdimensions over time were generally more during the pandemic. Our finding supports the understanding that study satisfaction is a subjectively assessed experience which could be dependent on and shaped by situations like the COVID-19 pandemic.…”

Section: Changes In the Dimensions Of Study Satisfactionsupporting

confidence: 80%

“…On a descriptive level, a few findings indicated a slight linear increase in overall study satisfaction over a period of 4 months (Ng and Ye, 2016) and 6 months (Allan et al, 2020) without considering the subdimensions. Contrary, Scheunemann et al (2021) found a decrease in overall study satisfaction over one semester. Currently, during the COVID-19 pandemic, decreases in study satisfaction are conceivable as students are exposed to several pandemic-related challenges (Sahu, 2020).…”

Section: Study Satisfactionmentioning

confidence: 57%

“…In other studies, women were more satisfied with study contents than men (Bernholt et al, 2018) and men were more satisfied with study conditions and coping with study-related stress than women (Wach et al, 2016). Additionally, students' age either did not relate (Moghimi et al, 2021) or related negatively to study satisfaction (Kegel et al, 2021), suggesting that younger students reported higher study satisfaction.…”

Section: Sociodemographic Characteristicsmentioning

confidence: 77%

“…The first objective was to examine whether the subdimensions of study satisfaction changed over the first (Study 1) and second COVID-19 semesters (Study 2; Research Question 1). Based on previous studies (e.g., Allan et al, 2020;Scheunemann et al, 2021), it is not conclusive whether the subdimensions of study satisfaction increase or decrease over the semester. However, the COVID-19 pandemic brought many challenges to students (Sahu, 2020), making them less likely to be satisfied with subdimensions of study satisfaction.…”

Section: The Current Research and Hypothesesmentioning

confidence: 95%

“…Generally, based on previous findings with overall study satisfaction, we assumed possible negative relationships for age (Kegel et al, 2021), academic procrastination (e.g., Scheunemann et al, 2021), and loneliness (cf. Elmer et al, 2020) concerning the subdimensions of study satisfaction.…”

Section: The Current Research and Hypothesesmentioning

confidence: 99%

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Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors

et al. 2022

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The COVID-19 pandemic challenges the well-being and academic success of many students. Yet, little is known about students’ study satisfaction during the COVID-19 pandemic, a multilayered construct which accounts for students’ subjective cognitive well-being and academic success. Besides, previous studies on study satisfaction are mostly cross-sectional and hardly consider the distinct subdimensions of this construct. Therefore, our main goal in this study was to shed light on the understudied development of the subdimensions of study satisfaction (i.e., satisfaction with study content, conditions of studying, and coping with study-related stress) in two semesters amid the COVID-19 pandemic. Additionally, we examined how particular personal (i.e., gender, age, GPA, intrinsic motivation, motivational cost, and academic procrastination) and contextual (i.e., loneliness) factors are related to these subdimensions. We conducted two panel studies with convenience and purposeful samples of university students in Germany (Nstudy1 = 837; Nstudy2 = 719). Participants responded online to questions on each of the subdimensions of study satisfaction at the beginning, middle, and end of each semester but responded to measures of personal and contextual factors only at the beginning of each semester. In both studies, manifest growth curve models indicated a decrease in all subdimensions of study satisfaction as the semester progressed. Generally, gender (male) and intrinsic motivation were positive predictors but age (younger students), motivational cost, and loneliness were negative predictors of different subdimensions of study satisfaction – particularly satisfaction with study content. Overall, motivational costs and loneliness were the most consistent predictors of all subdimensions of study satisfaction across both studies. Our findings provide support for the understanding that study satisfaction could diminish in the face of challenging situations such as in this pandemic. The present study also highlights certain personal and contextual factors that relate to study satisfaction and calls for intensive research into the multidimensional construct of study satisfaction.

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Section: Changes In the Dimensions Of Study Satisfactionsupporting

confidence: 80%

Section: Study Satisfactionmentioning

confidence: 57%

Section: Sociodemographic Characteristicsmentioning

confidence: 77%

Section: The Current Research and Hypothesesmentioning

confidence: 95%

Section: The Current Research and Hypothesesmentioning

confidence: 99%

See 3 more Smart Citations

Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors

et al. 2022

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“Why are we learning this?!” — Investigating students’ subjective study values across different disciplines

Breetzke,

Özbagci,

Bohndick

2023

High Educ

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Differences between academic disciplines have been a well-studied theme in higher education research. But even though students’ subjective study values are a key factor for successful studying, research examining their disciplinary differences in the higher education context is lacking. To address this, this study draws on expectancy-value theory, investigates students’ subjective study values across nine different disciplines, and analyses its discipline-specific relation to study success. For this, we used a large-scale data sample of N = 6.321 university students from the German National Educational Panel Study. Subjective study values were assessed in terms of intrinsic values, utility values, attainment values, and costs, while study success was captured by students’ grade and dropout intention. Data were analysed through multi-group structural equation modelling. Our findings suggest that (1) students’ subjective study values differ markedly across academic disciplines and (2) study disciplines moderate the relation between study values and study success. On a research level, our findings contribute to a more differentiated view on subjective study values in the higher education context. On a practical level, our findings can help to uncover motivational problems of students from different disciplines, which might ultimately help to reduce dropouts and improve grades.

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Entwicklung und Validierung eines Erwartungs- und Interessenstests (E × I - Test) zur Erkundung studienfachspezifischer Passung in einem Online-Self-Assessment

Merkle¹,

Schiltenwolf²,

Kiesel³

et al. 2022

ZeHf

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Realistische Erwartungen und Passung zwischen Interessen und Studieninhalten sind zentrale Ansatzpunkte bei der Steuerung von Studienwahlentscheidungen. In einem neu entwickelten fachspezifischen Erwartungs- und Interessenstest (E × I - Test) für Psychologie werden erstmals Erwartungsdiskrepanzen und Interessen kombiniert betrachtet und dementsprechend auch übertroffene oder enttäuschte Erwartungen erfasst und rückgemeldet. Die zu den Studieninhalten des neuen Verfahrens entwickelten Items konnten annähernd perfekt den Studienfachbereichen zugeordnet werden und deckten diese weitgehend vollständig und gleichmäßig ab. 2,033 Studieninteressierte bearbeiteten den E × I - Test im Rahmen eines Online-Self-Assessments und fühlten sich danach informierter als vorher. Insgesamt bewerteten die Studieninteressierten das neue Verfahren positiv und 94% würden es weiterempfehlen. Auf Basis des vorgestellten Verfahrens für das Bachelor-Psychologiestudium könnten weitere E × I - Tests für die Orientierung in andere Studienfächer oder Berufe entwickelt und validiert werden, für welche sowohl spezifische Interessen als auch enttäuschte Erwartungen eine Rolle spielen.

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Unterschiedlich motiviert für das Studium: Motivationale Profile von Studierenden und ihre Zusammenhänge mit demografischen Merkmalen, Lernverhalten und Befinden

Cited by 3 publications

References 47 publications

Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors

Study satisfaction among university students during the COVID-19 pandemic: Longitudinal development and personal-contextual predictors

“Why are we learning this?!” — Investigating students’ subjective study values across different disciplines

Entwicklung und Validierung eines Erwartungs- und Interessenstests (E × I - Test) zur Erkundung studienfachspezifischer Passung in einem Online-Self-Assessment

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