Being over- or underchallenged : effects on students' career aspirations via self-concept and boredom

Lade...
Vorschaubild
Dateien
Zu diesem Dokument gibt es keine Dateien.
Datum
2017
Herausgeber:innen
Kontakt
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
URI (zitierfähiger Link)
DOI (zitierfähiger Link)
ArXiv-ID
Internationale Patentnummer
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Core Facility der Universität Konstanz
Gesperrt bis
Titel in einer weiteren Sprache
Forschungsvorhaben
Organisationseinheiten
Zeitschriftenheft
Publikationstyp
Sonstiges, Konferenz
Publikationsstatus
Published
Erschienen in
17th Biennial EARLI conference for Research on Learning and Instruction : Book of Abstracts, pp. 702
Zusammenfassung

In a school context, heterogeneous classes regarding cognitive capabilities and previous knowledge are one challenge teachers are confronted with. Consequently, the same instructional setting could result in students being overchallenged due to task demands above their abilities and students being underchallenged due to task demands below their abilities. Being over- or underchallenged 1st) plays a crucial role for the students’ expectancy of success which in turn influences their career aspirations and 2nd) is important for the level of boredom which the students experience. Furthermore, high levels of boredom could also decrease career aspirations. The present study investigates the influence of students’ being over- or underchallenged on their career aspirations mediated by academic self-concept and academic boredom. We tested these mediation hypotheses with a sample of N = 662 Swiss high-school students (Mage = 17.69) from 35 classes by using a questionnaire-based trait assessment of subject specific (i.e., German, French, mathematics) perceived challenge, self-concept, boredom and career aspirations. Results showed that being overchallenged reduces students’ career aspirations while taking self-concept into account, whereas being underchallenged enhances these aspirations via self-concept. Furthermore, we could also show a negative effect of both, being over- and underchallenged, on students’ career aspirations mediated by boredom. As such, the results of our study indicate effects of heterogeneity (being over- or underchallenged) on students’ career aspirations and suggest that boredom – as the most frequently experienced emotion at school – shouldn’t be neglected when looking at future career choice.

Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen
Schlagwörter
Konferenz
17th Biennial EARLI Conference for Research on Learning and Instruction, 29. Aug. 2017 - 2. Sept. 2017, Tampere, Finland
Rezension
undefined / . - undefined, undefined
Zitieren
ISO 690KRANNICH, Maike, Thomas GÖTZ, Anna-Lena ROOS, 2017. Being over- or underchallenged : effects on students' career aspirations via self-concept and boredom. 17th Biennial EARLI Conference for Research on Learning and Instruction. Tampere, Finland, 29. Aug. 2017 - 2. Sept. 2017. In: 17th Biennial EARLI conference for Research on Learning and Instruction : Book of Abstracts, pp. 702
BibTex
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/41045">
    <dcterms:title>Being over- or underchallenged : effects on students' career aspirations via self-concept and boredom</dcterms:title>
    <dc:contributor>Götz, Thomas</dc:contributor>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/41045"/>
    <dc:creator>Götz, Thomas</dc:creator>
    <dc:creator>Roos, Anna-Lena</dc:creator>
    <dc:creator>Krannich, Maike</dc:creator>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dc:contributor>Krannich, Maike</dc:contributor>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/31"/>
    <dc:contributor>Roos, Anna-Lena</dc:contributor>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2018-01-10T15:54:09Z</dcterms:available>
    <dc:language>eng</dc:language>
    <dcterms:abstract xml:lang="eng">In a school context, heterogeneous classes regarding cognitive capabilities and previous knowledge are one challenge teachers are confronted with. Consequently, the same instructional setting could result in students being overchallenged due to task demands above their abilities and students being underchallenged due to task demands below their abilities. Being over- or underchallenged 1st) plays a crucial role for the students’ expectancy of success which in turn influences their career aspirations and 2nd) is important for the level of boredom which the students experience. Furthermore, high levels of boredom could also decrease career aspirations. The present study investigates the influence of students’ being over- or underchallenged on their career aspirations mediated by academic self-concept and academic boredom. We tested these mediation hypotheses with a sample of N = 662 Swiss high-school students (M&lt;sub&gt;age&lt;/sub&gt; = 17.69) from 35 classes by using a questionnaire-based trait assessment of subject specific (i.e., German, French, mathematics) perceived challenge, self-concept, boredom and career aspirations. Results showed that being overchallenged reduces students’ career aspirations while taking self-concept into account, whereas being underchallenged enhances these aspirations via self-concept. Furthermore, we could also show a negative effect of both, being over- and underchallenged, on students’ career aspirations mediated by boredom. As such, the results of our study indicate effects of heterogeneity (being over- or underchallenged) on students’ career aspirations and suggest that boredom – as the most frequently experienced emotion at school – shouldn’t be neglected when looking at future career choice.</dcterms:abstract>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2018-01-10T15:54:09Z</dc:date>
    <dcterms:issued>2017</dcterms:issued>
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
  </rdf:Description>
</rdf:RDF>
Interner Vermerk
xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter
Kontakt
Prüfdatum der URL
2018-01-10
Prüfungsdatum der Dissertation
Finanzierungsart
Kommentar zur Publikation
Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Ja
Begutachtet
Diese Publikation teilen