Reutlinger Marold, Pfeiffer Wolfgang, Stoeger Heidrun, Vialle Wilma, Ziegler Albert
Faculty of Humanities, Social Sciences, and Theology, University of Erlangen-Nuremberg, Erlangen, Germany.
School Research, School Development, and Evaluation, University of Regensburg, Regensburg, Germany.
Front Psychol. 2020 Sep 25;11:561974. doi: 10.3389/fpsyg.2020.561974. eCollection 2020.
The Education and Learning Capital Approach (ELCA) has been widely used to investigate talent development. A research gap is the implicit consideration of the domain specificity of educational and learning capital. In an empirical study with 365 school students we investigated the domain specificity of the approach for the domains of school learning and learning to play a musical instrument. At the beginning of the school year, students filled out a version of the Questionnaire for Educational and Learning Capital (QELC) for both domains and also responded to other domain-related measures (self-efficacy, grades). Six weeks later, students filled out a learning diary for 1 week in which they reported their activities on an hourly basis and responded to questions concerning these activities. Based on the Sociotope Approach this procedure helped to identify times in which students actually practiced their musical instrument, times that students could potentially practice their musical instrument (objective action space), and times that students would be expected to practice their musical instrument (normative action space). Three hypotheses were tested and could be supported. First, the availability of educational and learning capital for school learning and learning an instrument differed. Second, a confirmatory factor analysis supported the factorial validity of the domain-specific capital measurements. Third, domain-congruent correlations were mostly higher than domain-incongruent correlations, i.e., the availability of educational and learning capital for school learning correlated more closely with variables related to school learning than with variables related to learning a musical instrument. Similarly, the availability of the capitals for learning a musical instrument correlated more closely with variables related to learning a musical instrument.
教育与学习资本方法（ELCA）已被广泛用于研究人才发展。一个研究空白是对教育和学习资本领域特殊性的隐含考虑。在一项针对365名在校学生的实证研究中，我们调查了该方法在学校学习和学习乐器领域的特殊性。在学年开始时，学生们填写了针对这两个领域的教育与学习资本问卷（QELC）版本，并对其他与领域相关的指标（自我效能感、成绩）做出了回应。六周后，学生们填写了为期1周的学习日记，他们按小时报告自己的活动，并回答有关这些活动的问题。基于社会环境方法，这一程序有助于确定学生实际练习乐器的时间、学生可能练习乐器的时间（客观行动空间）以及预期学生练习乐器的时间（规范行动空间）。三个假设经过检验并得到了支持。第一，学校学习和学习乐器的教育与学习资本的可用性存在差异。第二，验证性因素分析支持了特定领域资本测量的因素有效性。第三，领域一致的相关性大多高于领域不一致的相关性，即学校学习的教育与学习资本的可用性与学校学习相关变量的相关性比与学习乐器相关变量的相关性更紧密。同样，学习乐器的资本可用性与学习乐器相关变量的相关性更紧密。
