Über- und Unterforderungslangeweile im Mathematikunterricht
| dc.contributor.author | Götz, Thomas | |
| dc.contributor.author | Frenzel, Anne C. | deu |
| dc.date.accessioned | 2011-03-25T15:26:17Z | deu |
| dc.date.available | 2011-03-25T15:26:17Z | deu |
| dc.date.issued | 2010 | deu |
| dc.description.abstract | The present study focuses on subject-specific boredom due to excessive and insufficient academic demands and its relationship to academic self-concept, achievement, and gender. Theoretical assumptions concerning the relations between these constructs are based on a mediation model. Attirbution-based measures were constructed to assess boredom due to both excessive and insufficient academic demands in the classroom. Data were assessed in the context of mathematics and obtained from a sample of 500 students (53% female) from grades 7 to 10. The newly developed scales showed high structural and discriminant validity. The proposed mediating mechanisms were confirmed using linear structural equation modeling such that academic self-concept was found to mediate the relationship between achievement, gender, and the two types of boredom. Methodological implications for future research and implications for educational practice are discussed. | eng |
| dc.description.version | published | |
| dc.format.mimetype | application/pdf | deu |
| dc.identifier.citation | Zuerst ersch. in: Empirische Pädagogik 24 (2010), 2, S. 113-134 | deu |
| dc.identifier.ppn | 337848521 | deu |
| dc.identifier.uri | http://kops.uni-konstanz.de/handle/123456789/12355 | |
| dc.language.iso | deu | deu |
| dc.legacy.dateIssued | 2011 | deu |
| dc.rights | terms-of-use | deu |
| dc.rights.uri | https://rightsstatements.org/page/InC/1.0/ | deu |
| dc.subject | Geschlecht | deu |
| dc.subject | Langeweile | deu |
| dc.subject | Mathematik | deu |
| dc.subject | Selbstkonzept | deu |
| dc.subject | Boredom | deu |
| dc.subject | Gender | deu |
| dc.subject | Mathematics | deu |
| dc.subject | Self-concept | deu |
| dc.subject.ddc | 300 | deu |
| dc.title | Über- und Unterforderungslangeweile im Mathematikunterricht | deu |
| dc.title.alternative | Boredom due to excessive and insufficient acadcmic demands in the context of mathematics instruction | eng |
| dc.type | JOURNAL_ARTICLE | deu |
| dspace.entity.type | Publication | |
| kops.citation.bibtex | @article{Gotz2010Unter-12355,
year={2010},
title={Über- und Unterforderungslangeweile im Mathematikunterricht},
number={2},
volume={24},
journal={Empirische Pädagogik},
pages={113--134},
author={Götz, Thomas and Frenzel, Anne C.}
} | |
| kops.citation.iso690 | GÖTZ, Thomas, Anne C. FRENZEL, 2010. Über- und Unterforderungslangeweile im Mathematikunterricht. In: Empirische Pädagogik. 2010, 24(2), pp. 113-134 | deu |
| kops.citation.iso690 | GÖTZ, Thomas, Anne C. FRENZEL, 2010. Über- und Unterforderungslangeweile im Mathematikunterricht. In: Empirische Pädagogik. 2010, 24(2), pp. 113-134 | eng |
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| kops.description.abstract | Die vorliegende Studie konzentriert sich auf fachspezifische Über- und Unterforderungslangeweile sowie deren Zusammenhänge mit dem akademischen Selbstkonzept der Begabung, der Leistung und dem Geschlecht. Theoretisch anzunehmende Beziehungen zwischen diesen Konstrukten werden anhand eines Mediationsmodells dargestellt. Zur Erfassung von Über- und Unterforderungslangeweile wurden attributionsbasierte Skalen generiert. Die Untersuchung wurde im Kontext von Mathematik an einer Stichprobe von 500 Schülerinnen und Schülern der Sekundarstufe 1 durchgeführt (53% weiblich). Die neu generierten Skalen weisen eine hohe strukturelle und diskriminante Validität auf. Lineare Strukturgleichungsmodellierungen zeigen entsprechend den Modellannahmen, dass der Zusammenhang zwischen Leistung und Langeweile ebenso wie der Zusammenhang zwischen Geschlecht und Langeweile durch das akademische Selbstkonzept der Begabung mediiert wird. Theoretische und praktische Implikationen werden aufgezeigt. | deu |
| kops.description.openAccess | openaccessgreen | |
| kops.flag.knbibliography | true | |
| kops.identifier.nbn | urn:nbn:de:bsz:352-opus-129536 | deu |
| kops.opus.id | 12953 | deu |
| kops.sourcefield | Empirische Pädagogik. 2010, <b>24</b>(2), pp. 113-134 | deu |
| kops.sourcefield.plain | Empirische Pädagogik. 2010, 24(2), pp. 113-134 | deu |
| kops.sourcefield.plain | Empirische Pädagogik. 2010, 24(2), pp. 113-134 | eng |
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| source.bibliographicInfo.fromPage | 113 | |
| source.bibliographicInfo.issue | 2 | |
| source.bibliographicInfo.toPage | 134 | |
| source.bibliographicInfo.volume | 24 | |
| source.periodicalTitle | Empirische Pädagogik |
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