Why Students Feel Competent in the Classroom: A Qualitative Content Analysis of Students’ Views

Reymond N, Nahrgang RG, Großmann N, Wilde M, Fries S (2022)
Frontiers in Psychology 13: 928801.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
Download
OA 2.09 MB
Abstract / Bemerkung
This qualitative study aimed to identify and to systematize factors that contribute to students’ competence satisfaction in class from students’ perspectives. Based on self-determination theory as our primary theoretical background, we conducted episodic interviews with 25 high school students. A combined deductive-inductive qualitative content analysis approach was applied. As our key finding, we revealed different teaching factors within and beyond self-determination theory (i.e., structure, autonomy support, relatedness support, mastery goal structure, perceived error climate, teaching quality, teachers’ reference norm orientations) as well as additional factors (e.g., students’ motivation and engagement, peer climate and reciprocal peer support) that contributed to students’ competence satisfaction in class from the students’ points of view. This study contributes to existing research on why students’ competence satisfaction arises in class by complementing it with an integrative, explorative, and student-oriented perspective.
Stichworte
competence satisfaction; need support; mastery goal structure; perceived error climate; reference norm orientation; teaching quality
Erscheinungsjahr
2022
Zeitschriftentitel
Frontiers in Psychology
Band
13
Art.-Nr.
928801
eISSN
1664-1078
Finanzierungs-Informationen
Open-Access-Publikationskosten wurden durch die Universität Bielefeld gefördert.
Page URI
https://pub.uni-bielefeld.de/record/2965766

Zitieren

Reymond N, Nahrgang RG, Großmann N, Wilde M, Fries S. Why Students Feel Competent in the Classroom: A Qualitative Content Analysis of Students’ Views. Frontiers in Psychology. 2022;13: 928801.
Reymond, N., Nahrgang, R. G., Großmann, N., Wilde, M., & Fries, S. (2022). Why Students Feel Competent in the Classroom: A Qualitative Content Analysis of Students’ Views. Frontiers in Psychology, 13, 928801. https://doi.org/10.3389/fpsyg.2022.928801
Reymond, Nadia, Nahrgang, Ruth Gerlinde, Großmann, Nadine, Wilde, Matthias, and Fries, Stefan. 2022. “Why Students Feel Competent in the Classroom: A Qualitative Content Analysis of Students’ Views”. Frontiers in Psychology 13: 928801.
Reymond, N., Nahrgang, R. G., Großmann, N., Wilde, M., and Fries, S. (2022). Why Students Feel Competent in the Classroom: A Qualitative Content Analysis of Students’ Views. Frontiers in Psychology 13:928801.
Reymond, N., et al., 2022. Why Students Feel Competent in the Classroom: A Qualitative Content Analysis of Students’ Views. Frontiers in Psychology, 13: 928801.
N. Reymond, et al., “Why Students Feel Competent in the Classroom: A Qualitative Content Analysis of Students’ Views”, Frontiers in Psychology, vol. 13, 2022, : 928801.
Reymond, N., Nahrgang, R.G., Großmann, N., Wilde, M., Fries, S.: Why Students Feel Competent in the Classroom: A Qualitative Content Analysis of Students’ Views. Frontiers in Psychology. 13, : 928801 (2022).
Reymond, Nadia, Nahrgang, Ruth Gerlinde, Großmann, Nadine, Wilde, Matthias, and Fries, Stefan. “Why Students Feel Competent in the Classroom: A Qualitative Content Analysis of Students’ Views”. Frontiers in Psychology 13 (2022): 928801.
Alle Dateien verfügbar unter der/den folgenden Lizenz(en):
Creative Commons Namensnennung 4.0 International Public License (CC-BY 4.0):
Volltext(e)
Access Level
OA Open Access
Zuletzt Hochgeladen
2022-11-24T12:16:32Z
MD5 Prüfsumme
b45e79fe8a3b7f683d9bbd694b160004


Zitationen in Europe PMC

Daten bereitgestellt von Europe PubMed Central.

References

Daten bereitgestellt von Europe PubMed Central.

Material in PUB:
Dissertation, die diesen PUB Eintrag enthält
Export

Markieren/ Markierung löschen
Markierte Publikationen

Open Data PUB

Web of Science

Dieser Datensatz im Web of Science®
Quellen

PMID: 36312145
PubMed | Europe PMC

Suchen in

Google Scholar