Unterschiede in den Basismotiven bei GrundschülerInnen

The central question of this work deals with the motivation of eight- to nine-year-old elementary school students in relation to affiliation, achievement, and power. It aims to determine whether students who are taught in an age-homogeneous class system differ in these motivations from students who are educated in age-heterogeneous departmental instruction. The theory of personality interaction theory by Julius Kuhl constitutes an important part of the theoretical background. Based on this theory, the empirical investigation, which assesses the implicit basic motives of affiliation, achievement, and power using the Operant Multi-Motive Test by Kuhl and Scheffer, is evaluated and interpreted. Regarding further research in this field and implications for the development of educational practice, the results are discussed in conjunction with the theoretical considerations.