Wessels Insa, Rueß Julia, Jenßen Lars, Gess Christopher, Deicke Wolfgang
Institute for Psychology, Humboldt-Universität zu Berlin, Berlin, Germany.
bologna.lab, Humboldt-Universität zu Berlin, Berlin, Germany.
Front Psychol. 2018 Jul 30;9:1300. doi: 10.3389/fpsyg.2018.01300. eCollection 2018.
Research competence (RC) as a key ability of students in the social sciences has thus far been conceptualized as consisting primarily of cognitive dispositions. However, owing to its highly complex and demanding nature, competence in conducting research might require additional affective and motivational dispositions. To address this deficiency in the literature, first, we conducted a qualitative interview study with academic experts ( = 16) in which we asked them to identify challenging research situations and the affective-motivational research dispositions needed to cope with them. We employed a subsequent online rating ( = 27) to evaluate the situations and dispositions that had been identified. The resulting affective-motivational facet of RC encompasses six challenging situations that are often encountered and nine dispositions that are necessary to successfully conduct research in the social sciences and may be used to both inform and evaluate research-based learning. The interview-based approach may serve as an exemplary procedure to postulate affective-motivational facets of competence models.
研究能力（RC）作为社会科学专业学生的一项关键能力，迄今为止主要被概念化为由认知倾向组成。然而，由于其高度复杂且要求颇高的性质，进行研究的能力可能还需要额外的情感和动机倾向。为弥补文献中的这一不足，首先，我们对16位学术专家进行了定性访谈研究，询问他们识别具有挑战性的研究情境以及应对这些情境所需的情感 - 动机研究倾向。随后，我们进行了一项在线评分（27人参与），以评估所识别出的情境和倾向。由此得出的研究能力的情感 - 动机方面包括六个常遇到的具有挑战性的情境以及九个在社会科学中成功开展研究所需的倾向，这些可用于指导和评估基于研究的学习。基于访谈的方法可作为一种示例程序，用于假设能力模型的情感 - 动机方面。
