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Autor*innen: Brisson, Brigitte M.; Dicke, Anna-Lena; Gaspard, Hanna; Häfner, Isabelle; Flunger, Barbara; Nagengast, Benjamin; Trautwein, Ulrich
Titel: Short intervention, sustained effects. Promoting students' math competence beliefs, effort, and achievement
In: American Educational Research Journal, 54 (2017) 6, S. 1048-1078
DOI: 10.3102/0002831217716084
URN: urn:nbn:de:0111-pedocs-158731
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-158731
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Mathematikunterricht; Intervention; Mathematik; Relevanz; Wirkung; Schüler; Kompetenz; Überzeugung; Leistung; Experiment; Leistungstest; Schuljahr 09; Mehrebenenanalyse; Regressionsanalyse; Empirische Untersuchung; Baden-Württemberg
Abstract (english): The present study investigated the effectiveness of two short relevance interventions (writing a text or evaluating quotations about the utility of mathematics) using a sample of 1,916 students in 82 math classrooms in a cluster randomized controlled experiment. Short-term and sustained effects (6 weeks and 5 months after the intervention) of the two intervention conditions on students' competence beliefs (self-concept, homework self-efficacy), teacher-rated individual effort, and standardized test scores in mathematics were assessed. Hierarchical linear regression analyses showed that students' homework self-efficacy was higher in both intervention groups 6 weeks and 5 months after the intervention compared to the control condition. Students' self-concept, teacher-rated effort, and achievement in mathematics were promoted through the quotations condition, partly in the long term. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation