Interaction: Erste Ergebnisse einer vergleichenden Videostudie im Deutsch- und Mathematikunterricht

The study inquires into the question of in how far cognitive and motivational-affective student-related characteristics are linked to the students' assessment of the quality of instruction in both language arts and mathematics. In N = 20 8^th-grade classes in grammar school (N = 472 students), cognitive and motivational-affective characteristics (general cognitive ability, prior achievement, interest, self-concept) related to both subjects were ascertained. Furthermore, the students gave their assessment of the quality of instruction in both subjects. Results show that the assessment of the quality of instruction in German is positively related to the self-concept, whereas in mathematics instruction it is primarily the factor interest that influences the assessment. Regarding gender-related differences, it becomes apparent that instruction in language arts is given a more positive assessment by girls compared to boys, whereas there are no apparent differences between genders with regard to mathematics instruction.