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Lernmotivation ...

„In almost all participating education systems, 15-year-old students who report greater motivation to achieve also perform better in the PISA assessment. Students in socio-economically advantaged environments perform better and show greater motivation than students in disadvantaged environments.“

OECD (Hrsg.), „PISA in Focus 92“ (Jänner 2019), S. 1

 

Leistungs- und Tüchtigkeitsnormen ...

„Jugendliche mit einem Migrationshintergrund aus den islamischen Herkunftsländern oder aus Osteuropa, der Ex-UdSSR oder aus Ex-Jugoslawien identifizieren sich […] besonders stark mit den Leistungs- und Tüchtigkeitsnormen, deutlich stärker als Jugendliche ohne Migrationshintergrund.“
Univ.-Prof. Dr. Mathias Albert, Jugend 2019 – 18. Shell Jugendstudie: Eine Generation meldet sich zu Wort (2019), S. 23.

Lernunwillige Schülerinnen und Schüler eine Belastung ...

„Als besonders belastend scheinen die Lehrkräfte gewisse Schülereigenschaften bzw. -verhaltensweisen zu empfinden. […] Zunächst scheinen lernunwillige Schülerinnen und Schüler eine Belastung darzustellen: Fast 65 % geben an, davon gestresst zu sein, mehr als 45 % sehr. Ebenso scheint die mangelnde Konzentrationsfähigkeit der Schülerinnen und Schüler problematisch zu sein. Über 60 % der Befragten geben das an.“
Mag. Dr. Jörg Spenger u. a., „Under pressure. Berufsvollzugsprobleme und Belastungen von Lehrpersonen. Eine empirische Studie.“ (2019), S. 39

The main mechanism through which ECI (Anm.: ECI = Early Childhood Intervention) programs achieve results ...

„The main mechanism through which ECI (Anm.: ECI = Early Childhood Intervention) programs achieve results is by improving what economists call noncognitive skills. These skills comprise attitudes and behaviors that make people succeed in social interactions in both school and the workplace, such as motivation, patience, perseverance, self-control, and the capacity to evaluate the consequences of today’s action on future outcomes. Several studies show that such skills are crucial for success in life, more so than cognitive skills measured by IQ tests.“
Univ.-Prof. Dr. Matthias Doepke u. a., „Love, Money and Parenting“ (2019), S. 155

Motivation and engagement are found to be crucial components in students’ learning outcome ...

„Focusing on educational attainment, motivation and engagement are found to be crucial components in students’ learning outcome. Heckman and Kautz found that non-traditional competences are a better predictor of high-school graduation than cognitive competences measured via standardised tests.“
EU-Kommission (Hrsg.), Beyond achievement (2019), S. 10.

The provision of extracurricular activities and a positive school climate were found to systematically and positively correlate with students’ engagement, effort and perseverance ...

„The provision of extracurricular activities and a positive school climate were found to systematically and positively correlate with students’ engagement, effort and perseverance.“
EU-Kommission (Hrsg.), Beyond achievement (2019), S. 70.

Good teachers not only increase students’ test scores, but also impact other capacities ...

„A large portion of teacher effects on student long-term outcomes, like college attendance, is not explained by teacher effects on student achievement, suggesting that good teachers not only increase students’ test scores, but also impact other capacities. As one example, teachers may affect students’ school engagement, which can have long-term benefits even if it does not improve test scores in the short run.“
Dr. Jing Liu u. a., Engaging Teachers: Measuring the Impact of Teachers on Student Attendance in Secondary School (2019), S. 1.

PISA 2018: Students who disagreed or strongly disagreed with the statement 'Your intelligence is something about you that you can’t change very much' ...

PISA 2018: „On average across OECD countries, students who disagreed or strongly disagreed with the statement 'Your intelligence is something about you that you can’t change very much' scored 41 points higher in reading than students who agreed or strongly agreed with the statement.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 203

One of the most important factors related to achievement, both in school and in life, is the motivation to achieve ...

„One of the most important factors related to achievement, both in school and in life, is the motivation to achieve. In many cases, people with less talent, but greater motivation to reach their goals, are more likely to succeed than those who have talent but are not capable of setting goals for themselves and staying focused on achieving them.“
OECD (Hrsg.), PISA 2018 Results. Where All Students Can Succeed (2019), S. 162.

Leistungsmotivation österreichischer SchülerInnen schwach ausgeprägt ...

„Im OECD-Vergleich schwach ausgeprägt ist auch die Leistungsmotivation der Schüler mit Migrationshintergrund in Österreich: Insgesamt zählen 57 Prozent zur Gruppe der ‚Motivierten‘ - im OECD-Schnitt sind es 70 Prozent, im EU-Schnitt 66 Prozent. Besonders hoch ist die Motivation der Migranten in den angloamerikanischen Ländern mit Werten jeweils weit über 80 Prozent. Die migrantischen Schüler in Österreich könnten sich damit zwar ein Vorbild an ihren Kollegen in anderen Ländern nehmen, nicht aber an den ‚Einheimischen‘ in Österreich: Deren Motivation liegt nämlich noch niedriger (43 Prozent).“

Die Presse online am 19. März 2018

 

Selbstkontrolle und Durchhaltevermögen ...

„Zwei nicht-kognitive Persönlichkeitsmerkmale, die auf den späteren Lebenserfolg (Beruf, Partnerschaft etc.) und die optimale Potenzialentfaltung nachweislich wesentlichen Einfluss haben, sind Selbstkontrolle und Durchhaltevermögen.“
Mag. Florian Schmid. In: özbf (Hrsg.), „begabt & exzellent“, Ausgabe 2, 2018, S. 5

Leistungsbereitschaft als Erfolgsfaktor ...

„Students’ motivation to achieve the best they can in school and in their lives in general is one of the attitudes that make a difference. […] 16 % of highly motivated students are nationally resilient students and 9 % are among students who reported low motivation to achieve.“
OECD (Hrsg.), „Equity in Education“ (2018), S. 107f

Students who invest greater effort and perseverance ...

„Students who invest greater effort and perseverance (students in the top quarter of the index of effort and perseverance) are more likely to complete university than students who invest less effort and perseverance (students in the bottom quarter of the index).“
OECD (Hrsg.), „Equity in Education“ (2018), S. 159

Gewissenhaftigkeit einer der beiden Schlüsselfaktoren für Bildungserfolg ...

„In the case of school, conscientiousness is the most important factor aside from cognitive abilities when it comes to school performance.“

Dr. Richard Göllner u. a., „Is doing your homework associated with becoming more conscientious?“. In: Journal of Research in Personality 71 (2017), S. 1

 

Gewissenhaftigkeit "just as important" ...

„Conscientiousness falls into the category of ‘‘non-cognitive” factors that are now acknowledged as complementary to but just as important as cognitive ability in determining human capital outcomes, such as educational attainment and occupational success.“

Dr. Richard Göllner u. a., „Is doing your homework associated with becoming more conscientious?“. In: Journal of Research in Personality 71 (2017), S. 1

 

Achievement motivation is positively related to performance at school and to life satisfaction ...

Achievement motivation is positively related to performance at school and to life satisfaction. On average across OECD countries, students in the top quarter of the index of achievement motivation score 37 points higher in science and reported 0.7 point higher life satisfaction (on a scale from 0 to 10) than students in the bottom quarter of the index.

OECD (Hrsg.), PISA 2015. Students Well-Being (2017), S. 94

 

Disadvantaged students have lower levels of achievement motivation ...

In all PISA countries and economies except Belgium and Switzerland, disadvantaged students have lower levels of achievement motivation than advantaged students.

OECD (Hrsg.), PISA 2015. Students Well-Being (2017), S. 94

 

Schwächung des Leistungsprinzips wenig zuträglich ...

„Eine Schwächung des Leistungsprinzips ist gerade für diejenigen wenig zuträglich, die sich unter erschwerten Lebensbedingungen auf den Bildungsweg machen.“

Univ.-Prof. Dr. Bernd Ahrbeck, „Inklusion“ (2016), S. 99

 

School emphasis on academic success ...

„School emphasis on academic success had the most significant influence on the relationship between SES and achievement. In Australia, Canada (Quebec), Chinese Taipei, Finland, Lithuania, and Slovenia, more equity was observed in schools with greater emphasis on academic success.“

Dr. Trude Nielsen u. a., „Are school characteristics related to equity?“ (2016), S. 4

 

Being perseverant and determined is important for academic success ...

„Perseverance refers to actual behaviour and can be defined as a general predisposition towards completing goals despite difficulty, lack of progress, failure and lack of motivation. Previous OECD reports and a large body of research show that being perseverant and determined is important for academic success.“

OECD (Hrsg.), „Low-Performing Students“ (2016), S. 112

 

Hinführung zu Leistung ...

„Wichtig wäre, das Fachpersonal an allgemeinbildenden Schulen bei der Hinführung zu Leistung (nicht gleichzusetzen mit Überforderung) zu stärken, denn nicht selten entstehen Absenkung des Leistungsniveaus und beschönigende Notengebung auf massiven Druck seitens Eltern und auch Politik, die in Folge Probleme junger Menschen in Ausbildung und Studium beklagen.“

Dr. Christine Henry-Huthmacher u. a., „Ausbildungsreife & Studierfähigkeit“ (2016), S. 8

 

Students need to be willing to engage with problems ...

„To be successful, not only in education but also in real life, students need to be willing to engage with problems and be open to new challenges.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 84

 

School characteristics associated with achievement ...

„Overall, some of school characteristics that were found to be associated with achievement are (ordered by the strength of the correlation): strong emphasis on academic success, strong and orderly school environment, and adequate environment and resources.“

EU-Kommission (Hrsg.), „Teaching Practices in Primary and Secondary Schools in Europe“ (2015), S. 21f

 

Leistungsanreize für Burschen und Mädchen ...

„Boys are most responsive to being ranked with respect to grades, whereas girls react most strongly to the incentive of receiving a prize for high rank. […] This could be because girls attach relatively more importance to reflected appraisals, whereas boys attach relatively more importance to social comparisons. Both rank-based incentives and receiving a symbolic reward offer sources of reflected appraisals, while rank-based incentives offer a more direct form of competition and social comparison.“

Nina Jalava u. a., „Grades and rank: Impacts of non-financial incentives on test performance“. In: „Journal of Economic Behavior & Organization“ 115 (2015), S. 189–191

 

Devising and organising a homework plan can help students develop self-regulation and perseverance ...

„The very process of devising and organising a homework plan can help students develop self-regulation and perseverance, learn how to set goals and sub-goals for themselves, and follow through. It also teaches students about the perils of procrastination when facing binding deadlines.“

OECD (Hrsg.), „The ABC of Gender Equality in Education“ (2015), S. 156

 

When students believe that investing effort in learning will make a difference ...

„When students believe that investing effort in learning will make a difference, they score significantly higher in mathematics.“

OECD (Hrsg.), „PISA in Focus 37“ (März 2014), S. 1

 

Asian and Asian-American students tend to view cognitive abilities as qualities that can be developed through effort ...

„Studies show that Asian and Asian-American students tend to view cognitive abilities as qualities that can be developed through effort, whereas white Americans tend to view cognitive abilities as qualities that are inborn.“

Dr. Amy Hsin u. a., „Explaining Asian Americans’ academic advantage over whites“ (2014), S. 3f

 

Finnish teachers are better paid than their peers ...

„Finnish teachers are better paid than their peers and enjoy a lighter teaching workload than average. […] On average, actual salaries of upper secondary teachers are 9 % higher than those of other tertiary educated workers whereas their peers across OECD countries earn 8 % less.“

OECD (Hrsg.), „Education at a Glance 2014 – Country Note Finland“ (2014), S. 1

 

Leistungsstarke 10-Jährige bei PIRLS 2011 und TIMSS 2011 ...

„Students with the highest achievement typically attended schools that emphasize academic success, as indicated by rigorous curricular goals, effective teachers, students that desire to do well, and parental support.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 113

 

It is not enough to simply 'keep order' ...

„In order to achieve excellence, it is not enough to simply 'keep order'; the school administration and teachers as well as the students and their parents must press for academic success. A school with a positive atmosphere supportive of high achievement and a rigorous academic program can even overcome socioeconomic disadvantages.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 113f

 

Singapurs konsequente Leistungsorientierung ...

„Singapore is characterised by strong meritocratic values, and gifted education is accessible to all, irrespective of family, religious, sexual or other differences.“

Dr. János Gordon Győri, „Talent Support in Southeast Asia: The Singapore Example“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 152

 

Typically in a Shanghai classroom, students are fully occupied and fully engaged ...

„Typically in a Shanghai classroom, students are fully occupied and fully engaged. Non-attentive students are not tolerated. […] This is rather different from classrooms in other cultures, where students may not be required to be fully engaged or attentive throughout the entire lesson. Such intense concentration is considered a student’s responsibility in Chinese culture.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education“ (2011), S. 92

 

Finnish ‚sisu‘ ...

„Finnish ‚sisu‘, a cultural trademark that refers to a principle of sticking with and not giving up whatever on is aiming at, coexists with calmness and tenderness.“

Dr. Pasi Sahlberg, „Paradoxes of educational improvement: The Finnish experience“ in „Scottish Educational Review“, 43 (1), 2011, S. 13