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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

 

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

 

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