200110 SE Advanced Seminar: Work, Economy, and Society (2022W)
Motivation und Selbstregulation im Kontext von Expert Performance
Continuous assessment of course work
Labels
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 Th 01.09.2022 10:00 to Mo 26.09.2022 10:00
- Deregistration possible until Mo 03.10.2022 10:00
Details
max. 20 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
Wednesday
05.10.
16:45 - 18:15
Digital
Wednesday
12.10.
16:45 - 18:15
Digital
Wednesday
19.10.
16:45 - 18:15
Digital
Wednesday
09.11.
16:45 - 18:15
Digital
Wednesday
16.11.
16:45 - 18:15
Digital
Wednesday
23.11.
16:45 - 18:15
Digital
Wednesday
30.11.
16:45 - 18:15
Digital
Wednesday
07.12.
16:45 - 18:15
Digital
Wednesday
14.12.
16:45 - 18:15
Digital
Wednesday
11.01.
16:45 - 18:15
Digital
Wednesday
18.01.
16:45 - 18:15
Digital
Wednesday
25.01.
16:45 - 18:15
Digital
Information
Aims, contents and method of the course
Assessment and permitted materials
Short written reflections on the research literature (homework), active participation in class, 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 or virtually is required, one unexcused absence is allowed. For the digital participation, appropriate equipment (functioning webcam and (computer-)microphone, stable internet connection) is necessary.Reflexions: 10 points
Presentation: 40 points
Seminar thesis: 40 points
Active participation in class: 10 points
Presentation: 40 points
Seminar thesis: 40 points
Active participation in class: 10 points
Examination topics
Reading list
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.
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: Th 11.05.2023 11:27
- extension and deepening of knowledge and understanding of the topics motivation and self-regulation in the context of expert performance
- practical insight into possibilities to research these topics and apply psychological interventions, also using case studies and personal experience
- refinement of techniques for presentation and contextualization of research literature, and development of a critical perspective on studies and theories
- strengthening of the students' own self-regulation and self-reflection competencies through autonomous theory-practice transfer
- active participation in group exercises and discussionsExperts in different areas (e.g., sports, music, science, ...) 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 (learning/improving a skill, e.g., in sports, in 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 recorded).Methods:
Short 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