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Autor:
Gaspard, Hanna; Dicke, Anna-Lena; Flunger, Barbara; Häfner, Isabelle; Brisson, Brigitte M.; Trautwein, Ulrich; Nagengast, Benjamin:

Titel:
Side effects of motivational interventions? Effects of an intervention in math classrooms on motivation in verbal domains

Quelle:
In: AERA Open, 2 (2016) 2 , 1-14

URL des Volltextes:
http://journals.sagepub.com/doi/abs/10.1177/2332858416649168

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Baden-Württemberg, Deutschland, Deutschunterricht, Empirische Untersuchung, Englischunterricht, Erwartung, Intervention, Mathematikunterricht, Motivation, Schüler, Schuljahr 09, Selbstkonzept, Strukturgleichungsmodell, Wert, Wirkung


Abstract(englisch):
One way to address the leaking pipeline toward STEM-related careers (i.e., science, technology, engineering, and mathematics) is to intervene on students' STEM motivation in school. However, a neglected question in intervention research is how such interventions affect motivation in subjects not targeted by the intervention. This question was addressed through data from a cluster-randomized study in which a value intervention was successfully implemented in 82 ninth-grade math classrooms. Side effects on value, self-concept, and effort in German as students' native language and English as a foreign language were assessed 6 weeks and 5 months after the intervention. Negative effects on value for German, but not for English, were found 5 months after the intervention. The theoretical and educational implications of such effects are discussed. (DIPF/Orig.)


DIPF-Abteilung:
Bildungsqualität und Evaluation

Notizen:

last modified Nov 11, 2016