Abstract
Zusammenfassung. Zielorientierungen gelten als wichtige Determinanten schulischen Lernens. Wie auch bei anderen motivationalen Konstrukten stellt sich die Frage, inwieweit Zielorientierungen eher schulfachübergreifend oder schulfachspezifisch sind. Schülerinnen und Schüler der 7.-10. Klassenstufe (N = 1210) bearbeiteten einen Fragebogen zur Erfassung von vier Zielorientierungen, jeweils auf sechs Schulfächer bezogen (Mathematik, Physik, Chemie, Deutsch, Englisch, Geschichte). Konfirmatorische Faktorenanalysen konnten die vier postulierten Zielorientierungen Lernziele, Annäherungs-Leistungsziele, Vermeidungs-Leistungsziele und Arbeitsvermeidung in jedem der sechs Schulfächer bestätigen. Zudem ließen sich die sechs Fächer innerhalb jeder der vier Zielorientierungen trennen. Anschließende Modellvergleiche dokumentierten die Bedeutung einer simultanen Beachtung beider Gliederungsaspekte. Differentielle Beziehungen der schulfachspezifischen Zielorientierungen zu Fachzensuren und fachspezifischen Selbstkonzepten wiesen auf deren konvergente/divergente Validität hin.
Abstract. One major focus of educational research has been the distinction of different goal orientations. Recently the distinction of different content areas (e.g., subjects at school) has also been addressed. A sample of N = 1210 students (grades 7 to 10) responded to a questionnaire, in which both aspects (different goal orientations and different school subjects) were combined simultaneously. Confirmatory factor analyses revealed the four postulated goal orientations (i.e., learning goals, approach-performance goals, avoidance-performance goals, work avoidance) in every subject. Six subject specific factors (maths, physics, chemistry, German, English, history) indicated separate content factors within each goal orientation. Additional model comparisons documented the importance of a simultaneous consideration of both aspects, goal orientation and content area (subject). The differential relationships of the subject-specific goal orientations and scholastic achievement (grades) as well as subject-specific self-concepts demonstrated their convergent and discriminant validity.
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