Individualisierte emotionale und motivationale Unterstützung durch kurze maßgeschneiderte Interventionen (Jacobs Foundation Early Career Research Fellowship) / Individualizing emotional and motivational support for students through brief tailored interventions (Jacobs Foundation Early Career Research Fellowship)
Individualisierte emotionale und motivationale Unterstützung durch kurze maßgeschneiderte Interventionen (Jacobs Foundation Early Career Research Fellowship)
Titel (Englisch)
Individualizing emotional and motivational support for students through brief tailored interventions (Jacobs Foundation Early Career Research Fellowship)
Beschreibung (Deutsch)
Dieses von der Jacobs Foundation gestiftete Early Career Research Fellowship entwicklelt individuelle Interventionen, welche Schülerinnen und Schülern dabei helden sollen, aktuell vorliegende Motivationsprobleme und Stress zu bewältigen. Diese Interventionen sollen in sogenannte "personalisierte Lernprogramme" eingearbeitet werden, in denen es darum geht, dass Schüler/innen jeweils in den passenden Momenten die Unterstützung erhalten, die sie individuell gerade benötigen.
Beschreibung (Englisch)
This project, funded by the Jacobs Foundation with an Early Career Research Fellowship, develops develop individualized interventions for the training of social-emotional learning skills and learning motivation, and to integrate them into existing personalized learning curricula and platforms. In these aims, my research is comparable to the recent trends to adapt medical treatment and mental health programs to the individual needs of the recipients. The objectives are twofold: First, I will provide students with individualized interventions that help them regulate their emotions and that teach students to use emotions optimally in learning processes at school. Second, I aim to provide teachers with easy-to-use technology allowing them to monitor the current emotional and motivational states of their class, so that educators can adapt their teaching strategies to the current academic emotions and motivations of their students. To disseminate these forms of individualized support, I aim to incorporate them into existing programs for personalized teaching and learning. As a theoretical background, this project integrates the research on academic emotions by Pekrun and colleagues (2017) with the research on academic motivation in the expectancy-value model by Eccles and colleagues (e.g., Eccles & Wigfield, 2002), and interventions to enhance emotion competences and social-emotional learning (e.g., Brackett et al., 2012).
