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200110 SE Advanced Seminar: Work, Economy, and Society (2021W)
Motivation und Selbstregulation im Kontext von Expert Performance
Continuous assessment of course work
Labels
MIXED
Vertiefungsseminare können nur fürs Pflichtmodul B verwendet werden! Eine Verwendung fürs Modul A4 Freie Fächer ist nicht möglich.
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from We 01.09.2021 07:00 to Th 23.09.2021 07:00
- Deregistration possible until Mo 04.10.2021 07:00
Details
max. 20 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
UPDATE: Aufgrund der aktuellen Situation mit Covid-19 wird das Seminar auch am 13.01.2022 und am 27.01.2022 nur digital über Zoom stattfinden.
- Thursday 07.10. 15:00 - 18:15 Hörsaal B Psychologie, NIG 6.Stock A0610
- Thursday 04.11. 15:00 - 18:15 Hörsaal B Psychologie, NIG 6.Stock A0610
- Thursday 18.11. 15:00 - 18:15 Hörsaal B Psychologie, NIG 6.Stock A0610
- Thursday 02.12. 15:00 - 18:15 Hörsaal B Psychologie, NIG 6.Stock A0610
- Thursday 16.12. 15:00 - 18:15 Hörsaal B Psychologie, NIG 6.Stock A0610
- Thursday 13.01. 15:00 - 18:15 Hörsaal B Psychologie, NIG 6.Stock A0610
- Thursday 27.01. 15:00 - 18:15 Hörsaal B Psychologie, NIG 6.Stock A0610
Information
Aims, contents and method of the course
Assessment and permitted materials
written reflections on the research literature, active participation, presentation, seminar thesis
Minimum requirements and assessment criteria
Minimal requirement for a positive evaluation is to hand in a seminar thesis according to the lecturer’s guidelines, to present one’s own mastery experience in class, and to reach a minimum of 51 points (out of 100 points). Attendance in person is required, one unexcused absence is allowed. If the Covid-19 situation requires it, the seminar will be held virtually; in this case, appropriate equipment (functioning webcam and (computer-)microphone, stable internet connection) is necessary.Overall grade:
1 (sehr gut) – 100-89 points
2 (gut) – 88-76 points
3 (befriedigend) – 75-63 points
4 (genügend) — 62-51 points
5 (nicht genügend) – 50-0 points
1 (sehr gut) – 100-89 points
2 (gut) – 88-76 points
3 (befriedigend) – 75-63 points
4 (genügend) — 62-51 points
5 (nicht genügend) – 50-0 points
Examination topics
Reading list
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13-39). Academic Press.Further literature will be announced in class.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363–406.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13-39). Academic Press.Further literature will be announced in class.
Association in the course directory
Last modified: Tu 01.02.2022 11:49
- extension and deepening of knowledge and understanding of the topics motivation and self-regulation, with a focus on expert performance in areas such as music and sports
- practical insight into possibilities to research these topics and apply psychological interventions, also using case studies and personal experience
- refinement of techniques to present integrated research literature, and development of a critical perspective on studies and theories
- strengthening students' own self-regulative and self-reflective competencies through autonomous theory-practice transfer
- active participation in group exercises and discussionsContent:
Experts in areas like sports or music need specific self-regulation strategies in order to excel in their fields. How do high performers regulate and structure their work processes? How do they set goals effectively? Which role does flow play? What happens if not only motivation is high, but also the pressure to perform well? Within the framework of self-regulated learning and using classic and current research literature, psychological theories and interventions that are relevant to (aspiring) experts will be discussed. In class, we will work with case studies as well as the practical application to a mastery experience of the students’ choice. The students will choose a specific task that is relevant to them personally (learning/improving a skill, e.g., in sports or music, giving a talk in a foreign language) and will learn how to plan, execute/train and self-evaluate it. They will also learn methods for successful performance under pressure and can apply these in a final performance and presentation (live or video).Methods:
Written reflections on the research literature (homework), group work and discussions, case studies, documentation and presentation of a self-selected performance task (mastery experience), seminar thesis