Partizipation im Unterricht: Entwicklung eines Fragebogens zur Erfassung von lernerseitigen Partizipationsmöglichkeiten aus der Perspektive von Lernenden und Lehrenden

The article reports on the development of a questionnaire that can be used to assess learner participation opportunities from the perspective of students and teachers. The factor-analytical tests are based on data from students (n₁ = 314) and teachers (n₂ = 97) of the lower and upper secondary level. For the two perspectives as well as for different fields of learner-side possibilities of influence, the following three-factorial scale structure can be empirically verified consistently in each case: (1) self-determined participation, (2) conditional co-determination and (3) external determination. The analyses indicate appropriate model fit parameters and overall scale reliabilities. From a descriptive point of view, the data show patterns that are in line with expectations: (a) the surveyed students consistently gave higher approval ratings to the teacher’s external determination than to the two forms of participatory influence; (b) the level of participation opportunities perceived by the learners varies between the different areas of instruction; (c) teachers rated the learner’s opportunities for influence significantly higher than the learners themselves do. The presented instrument offers the possibility to empirically assess and investigate learner participation opportunities in a differentiated way.