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      Zur Güte von Evaluationsstudien deutschsprachiger Rechtschreibtrainings : Werden Effekte auf die Motivation mit untersucht? Translated title: On the Quality of German Spelling Intervention Evaluation Studies: Are Effects on Motivation Being Investigated?

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          Abstract

          Zusammenfassung. Hintergrund: In Überblicksstudien zur Effektivität von Rechtschreibtrainings wird häufig ausschließlich die Rechtschreibleistung als abhängige Variable adressiert. Positive Effekte auf motivationale Faktoren werden kaum untersucht, obwohl diese angesichts potentieller Wechselwirkungen mit Rechtschreibleistungen ebenfalls für die Effektivität von Rechtschreibtrainings bedeutsam sind. Methode: Angesichts der Bedeutsamkeit rechtschreibbezogener Motivation für die Effektivität von Rechtschreibtrainings wurde in der vorliegenden Studie auf Basis vorhandener Überblicksarbeiten sowie durch ergänzende Literaturrecherche ein Überblick erstellt, welche deutschsprachigen Rechtschreibtrainings (a) die Förderung rechtschreibbezogener Motivation als Ziel formulieren und (b) in ihren Evaluationsstudien die Wirksamkeit auf motivationale Faktoren untersuchen. Ergebnisse: In 25 der 34 analysierten Evaluationsstudien wurden motivationale Faktoren gar nicht untersucht, obwohl die zugehörigen Rechtschreibtrainings in ihren Manualen zumindest teilweise die Wirksamkeit auf Motivation postulieren. Innerhalb der Evaluationsstudien, die motivationale Faktoren berücksichtigt haben, wurden in knapp zwei Drittel der Fälle Erwartungs-Wert-Komponenten wie z.B. Selbstwirksamkeit erfasst, wenngleich methodische Unschärfen zu konstatieren waren. Diskussion: Insgesamt weisen die vorgelegten Befunde darauf hin, dass zukünftige Evaluationsstudien deutschsprachiger Rechtschreibtrainings Motivationsfacetten umfangreicher erfassen sollten als bisher.

          On the Quality of German Spelling Intervention Evaluation Studies: Are Effects on Motivation Being Investigated?

          Abstract. Background: In evaluation studies and meta-analyses on the effectiveness of spelling interventions, often only increased spelling performance is addressed as dependent variable. Positive effects on motivational factors, on contrast, are rarely or not at all investigated, although these are also significant for the effectiveness of spelling training, given potential interactions with spelling performance. Methods: In view of the potential importance of spelling-related motivation for the effectiveness of spelling intervention, the present study used existing reviews and supplementary literature research to provide an overview of (a) which German-speaking spelling intervention programs explicitly formulate the promotion of spelling-related motivation as a goal and (b) which of these programs explicitly examine the effectiveness on motivational factors in their evaluation studies. Results: In 25 of the 34 evaluation studies analyzed, motivational factors were not investigated at all, although the associated spelling interventions postulate at least partial effectiveness on motivation in their manuals. Within the evaluation studies that did consider motivational factors, expectancy-value components such as ability self-concept, self-efficacy, and interest were recorded in almost two-thirds of the cases, although methodological imprecision was noted here. Discussion: Overall, the findings presented indicate that future evaluation studies of German-speaking spelling intervention should capture motivational facets more carefully and extensively than has been the case to date.

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          Expectancy-Value Theory of Achievement Motivation.

          We discuss the expectancy-value theory of motivation, focusing on an expectancy-value model developed and researched by Eccles, Wigfield, and their colleagues. Definitions of crucial constructs in the model, including ability beliefs, expectancies for success, and the components of subjective task values, are provided. These definitions are compared to those of related constructs, including self-efficacy, intrinsic and extrinsic motivation, and interest. Research is reviewed dealing with two issues: (1) change in children's and adolescents' ability beliefs, expectancies for success, and subjective values, and (2) relations of children's and adolescents' ability-expectancy beliefs and subjective task values to their performance and choice of activities. Copyright 2000 Academic Press.
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            The Four-Phase Model of Interest Development

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              From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation

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                Author and article information

                Contributors
                Journal
                lls
                Lernen und Lernstörungen
                Hogrefe AG, Bern
                2235-0977
                2235-0985
                1. Februar 2022
                April 2022
                : 11
                : 2 ,
                : 90-103
                Affiliations
                [ 1 ]Fachbereich Psychologie, Philipps-Universität Marburg
                Author notes
                Prof. Dr. Malte Schwinger, AG Kinder- und Jugendpsychologie, AE Pädagogische Psychologie, Fachbereich Psychologie, Philipps-Universität Marburg, Gutenbergstraße 18, 35032 Marburg, Deutschland malte.schwinger@ 123456uni-marburg.de
                Author information
                https://orcid.org/0000-0002-3413-5662
                Article
                lls_11_2_90
                10.1024/2235-0977/a000365
                8f13b85a-e4db-40a5-a7bb-b1dd22e212d8
                Distributed as a Hogrefe OpenMind article under the license CC BY-NC 4.0 (https://creativecommons.org/licenses/by-nc/4.0)

                Distributed as a Hogrefe OpenMind article under the license CC BY-NC 4.0 ( https://creativecommons.org/licenses/by-nc/4.0)

                History
                : 8. September 2020
                : 24. Januar 2022
                Funding
                Förderung Open-Access-Veröffentlichung ermöglicht durch die Philipps-Universität Marburg .
                Categories
                Übersichtsarbeit

                Pediatrics,Psychology,Neurosciences,Family & Child studies,Development studies,Clinical Psychology & Psychiatry
                spelling intervention,evaluation,Evaluation,Motivation,Rechtschreibtraining

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