Wie hängen Fähigkeiten, Anforderungen und akademische Leistungen im Lehramtsstudium zusammen? Mit dieser Frage haben sich Carla Bohndick (jetzt Universität Landau), Tom Rosman (Leibniz Institut Trier), Susanne Kohlmeyer und Heike M. Buhl in ihrer neuen Publikation beschäftigt.
The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory
In this study, we draw on person–environment fit theory to analyze whether
academic success is best explained by individual abilities subjectively exceeding situational
demands or by abilities matching the demands.Moreover, we disentangled effects of perceived
abilities and subjective person–environment (P-E) fit on academic success. All in all, 693
teacher education students participated in an online questionnaire. Students were asked to rate
general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in
terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was
determined by difference scores between abilities and relevance ratings. Academic success
was assessed by grades, perceived performance, and study satisfaction. Data were analyzed
through structural equation modeling and suggest that academic success is best explained by a
match between abilities and demands. Moreover, all three criteria for academic success were
more strongly related to subjective fit than to subjective abilities.