Psychology

Attitudes and Questionnaire Construction by Naumann

By Naumann

Within the following sections of this paper, we'll provide a short caricature of a few types of perspective illustration and speak about how those versions may well function theoretical grounds for the layout of angle scales. Afterwards, we will relate those concerns to the case of attitudes towards the pc and describe the development of an tool for the content-specific evaluation of attitudes towards the pc. The layout of this questionnaire is predicated on assumptions following the topical method of perspective illustration (Tourangeau. 1987. 1992) and the thought of a bipolar constitution of angle illustration (Pratkanis. 1989). The 3rd part experiences the result of stories that supply empirical facts for the diagnostic usefulness of those assumptions. within the ultimate part, a few implications for the layout of tools for the evaluation of cognition-based attitudes are mentioned.

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Geben Sie den lernschwachen Schülerinnen und Schülern eventuell mehr Zeit zur Bearbeitung der Aufgaben.

Viele Fragen müssen geklärt werden: • Was sind spannende und herausfordernde Themen für die Lernenden? • Wie komplex darf die Aufgabenstellung sein? • Wie können Teilaufgaben formuliert werden, ohne die Komplexität des Themas zu sehr zu reduzieren? • Wie schwierig dürfen die Texte sein? • Müssen die Materialien inhaltlich kohärent sein oder dürfen sie auch Widersprüche beinhalten? • Wie genau muss die Arbeitsanweisung sein, ohne die Lernenden zu sehr zu gängeln? • Wie spezifisch müssen die Fragestellungen sein, um die Lernenden nicht unnötig einzuschränken?

3. «). Feedback über die Person selbst (also über den Lernenden) sollte man, wenn überhaupt, nur konstruktiv formulieren, das heißt, es sollten eher positive als negative Aspekte angesprochen werden und vor allem solche, die prinzipiell veränderbar sind. • Geben Sie aufgabenbezogene Rückmeldungen! • Loben sie nur die tatsächlichen Lernleistungen und –anstrengungen! • Das Lob muss in Relation zu einem Lernziel, zu einem vorausgegangenen Leistungsstand und zu den individuellen Lernfähigkeiten eines Lernenden stehen!

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