Profile der Studienwahlmotivation bei Grundschullehramtsstudierenden
Frank Lipowsky und Josef Künsting
Diese Publikation zitieren
Frank Lipowsky, Josef Künsting, Profile der Studienwahlmotivation bei Grundschullehramtsstudierenden (2012), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2012 #05, S.696
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Beschreibung / Abstract
Zusammenfassung: In diesem Beitrag wird der Frage nachgegangen, ob einem personenzentrierten Ansatz folgend mit einer Latent-Profile-Analyse (LPA) Studienwahlmotivationsprofile bei Grundschullehramtsstudierenden am Anfang des Studiums gefunden werden können. Zur Erfassung der Studienwahlmotivation wurden sechs Skalen verwendet (s. Pohlmann & Möller, 2010). Anhand von N = 209 Grundschullehramtsstudierenden konnten im Ergebnis drei Profile identifiziert werden, die sich in ihrer Zustimmung zu intrinsischen und extrinsischen Komponenten der Motivation für die Wahl des Lehramtsstudiums unterscheiden. Studierende dieser drei Profile lassen sich charakterisieren als nutzenorientiert-pragmatische, motivational ausgewogene und vorrangig pädagogisch motivierte Grundschullehramtsstudierende. Im anschließenden Gruppenvergleich unterscheiden sich die Profile in weiteren motivational-affektiven und persönlichkeitsbezogenen Merkmalen. So sind z.B. die Lernbereitschaft, die Studienzufriedenheit und die Gewissenhaftigkeit bei den motivational ausgewogenen Studierenden am höchsten ausgeprägt.
Schlüsselwörter: Latent-Profile-Analyse, Studienwahl, Motivation, Lernbereitschaft
Abstract: The authors inquire into the question whether, by following a person-centered approach and through a latent-profile-analysis (LPA), motivation profiles regarding the choice of courses of study among future elementary school teachers at the beginning of their studies can be discerned. Six scales were used to record motivation for a specific selection of study programs (cf. Pohlmann & Möller, 2010). On the basis of data collected among N = 209 elementary school teachers, three profiles could be identified which differ as to their affirmation of intrinsic and extrinsic components of the motivation for selecting a course of studies leading to a degree in education. Students of these three profiles can be characterized as user-oriented-pragmatic, motivationally balanced, and primarily pedagogically motivated students enrolled in study programs for elementary school teachers. The subsequent comparison of groups reveals further differences among these profiles regarding other motivational-affective and personality-related characteristics. Thus, the willingness to learn, for instance, or the satisfaction with the selected course of studies as well as conscientiousness were most pronounced among motivationally balanced students.
Keywords: Latent-profile-analysis, Motivation, Willingness to learn, Choice of courses of study
Schlüsselwörter: Latent-Profile-Analyse, Studienwahl, Motivation, Lernbereitschaft
Abstract: The authors inquire into the question whether, by following a person-centered approach and through a latent-profile-analysis (LPA), motivation profiles regarding the choice of courses of study among future elementary school teachers at the beginning of their studies can be discerned. Six scales were used to record motivation for a specific selection of study programs (cf. Pohlmann & Möller, 2010). On the basis of data collected among N = 209 elementary school teachers, three profiles could be identified which differ as to their affirmation of intrinsic and extrinsic components of the motivation for selecting a course of studies leading to a degree in education. Students of these three profiles can be characterized as user-oriented-pragmatic, motivationally balanced, and primarily pedagogically motivated students enrolled in study programs for elementary school teachers. The subsequent comparison of groups reveals further differences among these profiles regarding other motivational-affective and personality-related characteristics. Thus, the willingness to learn, for instance, or the satisfaction with the selected course of studies as well as conscientiousness were most pronounced among motivationally balanced students.
Keywords: Latent-profile-analysis, Motivation, Willingness to learn, Choice of courses of study