Der SMisK – ein Fragebogen zur Erfassung der Schreibmotivation im schulischen Kontext
DOI:
https://doi.org/10.21248/dideu.682Schlagworte:
Schreibmotivation, Textproduktionskompetenz, Selbstwirksamkeitserwartungen, Erwartungs-mal-Wert-Theorie, schulisches SchreibenAbstract
In der empirischen Forschung zur Textproduktion wird die Schreibmotivation deutlich weniger berücksichtigt als z. B. kognitive Komponenten, obwohl der Schreibmotivation entlang theoretischer Modelle und bisheriger empirischer Befunde ein hohes Maß an Relevanz zukommt. International existieren Skalen zur Erfassung der Schreibmotivation, die einzelne Dimensionen des Konstruktes operationalisieren, es aber nicht vollständig abbilden. Für den deutschsprachigen Raum existiert kein standardisiertes Instrument. Dieses Desiderat wird durch den in diesem Beitrag vorgestellten Fragebogen SMisK behoben. Der Fragebogen basiert auf der Erwartungs-mal-Wert-Theorie, orientiert sich an international etablierten Skalen und operationalisiert die Schreibmotivation anhand von sechs Dimensionen. Die empirische Prüfung des Fragebogens anhand einer Stichprobe von N=520 Schüler:innen zeigt, dass die angenommene faktorielle Struktur bestätigt werden kann, die Skalen eine mindestens zufriedenstellende Konsistenz aufweisen, deren Interkorrelationen adäquat ausfallen und Vorannahmen zur Validität erfüllt werden. Mögliche Einsatzbereiche und bestehende Limitationen des SMisK werden diskutiert.
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