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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:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-158731
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:
