200112 SE Advanced Seminar: Work, Economy, and Society (2023S)
Motivation und Selbstregulation auf dem (persönlichen) Weg zu besonderen Leistungen
Continuous assessment of course work
Labels
Vertiefungsseminare können nur für das Pflichtmodul B verwendet werden! Eine Verwendung für das 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 02.02.2023 09:00 to Th 23.02.2023 09:00
- Deregistration possible until Fr 03.03.2023 09:00
Details
max. 20 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
Monday
06.03.
15:00 - 20:00
Hörsaal A Psychologie, NIG 6.Stock A0606
Monday
27.03.
15:00 - 20:00
Hörsaal A Psychologie, NIG 6.Stock A0606
Monday
17.04.
15:00 - 20:00
Hörsaal A Psychologie, NIG 6.Stock A0606
Monday
12.06.
14:30 - 20:00
Hörsaal A Psychologie, NIG 6.Stock A0606
Information
Aims, contents and method of the course
Assessment and permitted materials
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.Presentation: 40 points
Seminar thesis: 40 points
Active participation in class: 20 pointsGrading scheme:
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
Seminar thesis: 40 points
Active participation in class: 20 pointsGrading scheme:
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
The assignments are based on the contents of the seminar, the given as well as independently searched literature, and one's own experiences and self-reflections during the semester.
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.More literature will be announced during the course.
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.More literature will be announced during the course.
Association in the course directory
Last modified: Th 09.03.2023 13:28
- knowledge and application of psychological theories and concepts on motivation and self-regulation, with a particular focus on expert performance
- understanding of possibilities to research these topics and apply psychological interventions – through case studies, personal experience, and active participation in group exercises and discussions
- strengthening of one's own self-regulation and self-reflection competencies through autonomous theory-practice transfer
- refinement of oral and written techniques to present relevant literature and one’s own self-regulation process during the semesterContent:
Excellent performance, personal accomplishment, and successfully learning new skills in different areas require a particular quality of motivation and specific self-regulation strategies. How can one regulate and structure the road to (personal) excellence? How can one set goals effectively and create a stimulating environment? Which role does flow play? What happens if one is not only motivated, but also feels pressured 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 (live or video) and presentation.Methods:
Group work and discussions, case studies, documentation and presentation of a self-selected performance task (mastery experience), seminar thesis