Selbstkontrolle, ein Prozess metakognitiver Steuerung, ist als Determinante individueller Lernprozesse hinreichend wissenschaftlich belegt und längst als ein Ziel von Interventionsmaßnahmen im schulischen Kontext etabliert. Damit ist eine Auseinandersetzung mit den Modellen von Selbstkontrolle, die die moderne Psychologie zur Verfügung stellt, auch für die pädagogische Praxis von Bedeutung: Jeder Zugang zu Intervention hängt untrennbar damit zusammen, wie Selbstkontrolle konzeptualisiert wird. Dem klassischen und in der Praxis weit verbreiteten Ressourcen-Modell der Selbstkontrolle wird ein theoretisch und empirisch überzeugend abgesichertes Verständnis von Selbstkontrolle als Ergebnis wertbasierter Entscheidung gegenübergestellt. Konsequenzen für die Möglichkeit pädagogischer Einflussnahme, die sich aus den unterschiedlichen Perspektiven auf Selbstkontrolle ableiten lassen, werden beleuchtet. Show This is a preview of subscription content, access via your institution. Buying optionsChapter EUR 29.95 Price includes VAT (Australia)
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Rights and permissionsReprints and Permissions Copyright information© 2022 Der/die Autor(en), exklusiv lizenziert durch Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature About this chapterCite this chapterHeine, A. (2022). „Gib dem Affen Zucker…“ – Zur Bedeutung wissenschaftlicher Modelle von Selbstkontrolle für die pädagogische Praxis. In: Steins, G., Spinath, B., Dutke, S., Roth, M., Limbourg, M. (eds) Mythen, Fehlvorstellungen, Fehlkonzepte und Irrtümer in Schule und Unterricht. Psychologie in Bildung und Erziehung: Vom Wissen zum Handeln. Springer, Wiesbaden. https://doi.org/10.1007/978-3-658-36260-7_5 |
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