Oschwald Alina, Moeller Julia, Kracke Bärbel, Viljaranta Jaana, Dietrich Julia
Institute of Educational Science, Friedrich Schiller University Jena, Jena, Germany.
Institut für Bildungswissenschaften, Leipzig University, Leipzig, Germany.
Br J Educ Psychol. 2025 Apr 18. doi: 10.1111/bjep.12775.
Previous studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional clarity as one factor that may influence expectancies and task values.
This study combines a previously published dataset of university students' experience sampling method (ESM) self-reports about their current motivation with unpublished video recorded data of the same learning situations. We examined how lecturers' instructional clarity predicted states of students' learning motivation.
SAMPLE(S): One hundred and fifty-five preservice teachers assessed their situated expectancies and task values three times within each weekly 90-minute lecture over the period of 10 weeks. Simultaneously, video recordings of the lecturer were made and coded qualitatively for instructional clarity.
We then combined students' motivation to lecturers' instructional clarity in the same learning situations. We used cross-classified multilevel models to examine the associations of ESM surveys of students' motivation (level 1; n = 2227), nested in students (level 2a; n = 155), to ratings of lecturers' instructional clarity from videos (level 2b; n = 81).
Our findings indicated that none of the three indicators of instructional clarity (detail of explanation, variation of explanation and logical inconsistency) predicted global measures of motivation at the learning situation level. When exploring further into the facets of motivation, a detailed explanation predicted expectations of success and effort costs.
Overall, the idea of combining objective observation and subjective assessments emerged as valuable for adequately mapping complex dynamics in teaching-learning situations.
先前的研究表明，学生的学习动机因学习情境而异，并受教学行为等情境特征的影响。我们将教学清晰度作为可能影响期望和任务价值的一个因素进行研究。
本研究将先前发表的关于大学生体验抽样法（ESM）自我报告的数据集（涉及他们当前的动机）与相同学习情境下未发表的视频记录数据相结合。我们研究了讲师的教学清晰度如何预测学生的学习动机状态。
155名职前教师在为期10周的每周90分钟讲座中，每次讲座内对其所处情境的期望和任务价值进行了三次评估。同时，对讲师进行录像，并对教学清晰度进行定性编码。
然后，我们将相同学习情境下学生的动机与讲师的教学清晰度进行关联。我们使用交叉分类多层次模型来研究嵌套于学生（第2a层；n = 155）中的学生动机ESM调查（第1层；n = 2227）与视频中讲师教学清晰度评分（第2b层；n = 81）之间的关联。
我们的研究结果表明，教学清晰度的三个指标（解释细节、解释变化和逻辑不一致）均未预测学习情境层面的总体动机指标。在进一步探究动机的各个方面时，详细的解释预测了对成功的期望和努力成本。
总体而言，将客观观察与主观评估相结合的想法对于充分描绘教学学习情境中的复杂动态具有重要价值。
