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
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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
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eISSN
1664-1078
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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.
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2022-11-24T12:16:32Z
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Dissertation, die diesen PUB Eintrag enthält
To Feel Competent or Not to Feel Competent. Unter Welchen Umständen Schüler*innen Sich im Unterricht Kompetent Fühlen
Reymond N (2024)
Bielefeld: Universität Bielefeld.
Reymond N (2024)
Bielefeld: Universität Bielefeld.
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