Logo: Deutsches Institut für Internationale Pädagogische Forschung

Publications

Publikationendatenbank

show results

Autor:
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

Quelle:
In: American Educational Research Journal, 54 (2017) 6 , 1048-1078

URL des Volltextes:
http://www.dipfdocs.de/volltexte/2019/15873/pdf/Short_intervention_2017_Brisson_Brigitte_A.pdf

URN:
urn:nbn:de:0111-pedocs-158731

Sprache:
Englisch

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

Schlagwörter:
Mathematikunterricht, Intervention, Mathematik, Relevanz, Wirkung, Schüler, Kompetenz, Überzeugung, Leistung, Experiment, Leistungstest, Schuljahr 09, Mehrebenenanalyse, Regressionsanalyse, Empirische Untersuchung, Baden-Württemberg


Abstract(englisch):
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

Notizen:

last modified Nov 11, 2016