Motivation in higher education
(Contact: Eva Bosch; Zoe Sander; Birgit Spinath)
Motivation is a crucial predictor of success in university settings. However, research suggests that learning motivation and performance tends to decline throughout the course of studies and even over the course of individual academic semesters. Using longitudinal studies, we aim to gain a better understanding of both the short- and long-term fluctuations in student motivation, as well as the inter-individual differences observed in motivational trajectories. Furthermore, we seek to explore potential explanations for these unfavorable developments. Motivational declines frequently manifest in diminished academic engagement and premature course dropout. These phenomena warrant closer examination to identify at-risk student groups and develop effective interventions.
Cognitive and motivational prerequisites of academic success
(Contact: Birgit Spinath; Lorena Fleischmann)
A central inquiry in educational psychology revolves around understanding the complex interplay of various factors contributing to learning outcomes, whether they lead to success or failure. One such area of interest lies in comprehending the interplay between cognitive (e.g. intelligence) and motivational factors. Currently, our understanding of this interplay remains incomplete. Similarly, there is a lack of comprehensive knowledge regarding the origins of inter-individual differences in learning and performance prerequisites, and the extent to which these origins offer insights into our capacity to influence learning outcomes. Several subprojects of our unit are dedicated to these and similar questions.
Enhancing higher education teaching, instructional design, and teaching evaluation
(Contact: Birgit Spinath; Zoe Sander)
Educational psychology deals with optimizing teaching and learning processes, which includes enhancing teaching practices at universities. For instance, in the lecture course "Introduction to Educational Psychology," we employ active research-based teaching methods (see Spinath & Seifried, 2012; Spinath, Seifried & Eckert, 2016): Throughout the semester, various data are collected to evaluate and refine this course (e.g., prior knowledge, motivational prerequisites, and student progress). The goal is to continually improve the course while also extracting generalizable insights into teaching and learning processes. Consequently, we also explore the broader questions of what factors characterize successful teaching and learning concepts, as well as what constitutes effective instructional design indifferent contexts. The evaluation of teaching processes is closely linked to instructional design. In particular, we investigate which criteria are most suitable for assessing teaching and learning outcomes, thereby judging the quality of instruction (Spinath & Seifried, 2018).
Minimal interventions
(Contact: Heike Dietrich; Birgit Spinath)
Students’ motivation to actively and steadily participate in class and to look into school-related subjects is dependent on different influences. As such, assumptions about the malleability of personal characteristics, convictions about the usefulness of learning contents, and ideas about the person one wants to be in the future, play a pivotal role. Negative self-views can lead to permanent and serious impairments in scholastic achievement. With so-called “minimal interventions” (also “brief interventions” or “wise interventions”), psychology offers new approaches in dealing with negative psychological processes in a constructive manner. While the conduction requires rather little effort at participating schools, minimal interventions shall yet improve students’ educational outcomes and lead to long-lasting success. To date, various approaches have been developed and proven efficient in the U.S.. Aim of our research is to develop, test, and validate Minimal Interventions in Germany. First, we investigate what interventions are especially suited for German school environments. Second, we aim to develop a standardized program that is cost-efficient and scalable. Third, we aim to investigate whether beyond common intervention materials, additional media-related techniques that should be of high relevance for the targeted groups of students, can be used effectively.
Motivation development in primary school and beyond
(Contact: Birgit Spinath)
Several motivational prerequisites for learning and performance, including intrinsic motivation and enjoyment of learning, tend to diminish for many students over the course of their schooling. The MeGa project is dedicated to exploring potential causes behind this motivational decline. To this end, the project has undertaken several longitudinal studies examining the development of motivation, encompassing variables such as self-perceptions of ability, implicit theories of intelligence and giftedness, and conscientiousness, among others.
Talent development in school and higher education
(Contact: Lorena Fleischmann)
In talent research, there is now widespread consensus that high general or specific cognitive abilities alone are not sufficient to explain exceptional (academic) performance, but that non-cognitive factors are also crucial for successful talent development (see Gagné, 1985; Heller, 2005; Heller et al., 1994; Renzulli, 1978). However, little is known to date about how cognitive and non-cognitive factors influence each other in talent development and which non-cognitive factors are particularly important at which developmental stages. Current talent development models, such as the Mega-Model of Talent Development (Subotnik et al., 2011) or the Talent-Development-in-Achievement-Domains Framework by Preckel et al. (2020), provide specific insights into this question. In early developmental stages, personality factors such as openness, conscientiousness, interests, or a positive self-concept of abilities are seen as central predictors of successful talent development; at more advanced stages, (psycho-)social competencies become increasingly important. To examine the interplay of cognitive and non-cognitive factors in talent development more closely, we address various reserach questions.
Junior study programs
(Contact: Lorena Fleischmann)
Junior study progams are measures of gifted education that allow motivated and high-achieving students in upper secondary school to attend regular university courses alongside their school classes, take exams, and earn credits that can later be transferred to their regular studies (Deutsche Telekom Stiftung, 2011). Currently, there are more than 60 universities across Germany offering junior study programs (Deutsche Telekom Stiftung, 2018), including Heidelberg University (for more information on the junior study program at Heidelberg University, see https://www.uni-heidelberg.de/en/node/3160).
Most studies that have examined junior study programs so far have focused either on their internal organization at universities, the characteristics of participants (e.g., gender, age, and chosen subjects), or the necessary (cognitive) prerequisites for a successful participation (Deutsche Telekom Stiftung, 2011, 2013, 2018; Solzbacher, 2006–2007, 2011; Stumpf, 2011; Stumpf et al., 2011; Stumpf & Scneider, 2013). The role of motivational factors for junior study success, as well as the social and emotional experiences of junior students have largely remained unexamined. We explore these questions in various projects.