Publikation:

Who sticks to the instructions—and does it matter? : Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention

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Datum

2020

Autor:innen

Brisson, Brigitte Maria
Hulleman, Chris S.
Häfner, Isabelle
Flunger, Barbara
Dicke, Anna-Lena
Trautwein, Ulrich
Nagengast, Benjamin

Herausgeber:innen

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URI (zitierfähiger Link)
http://nbn-resolving.de/urn:nbn:de:bsz:352-2-oukv0gidubo07
DOI (zitierfähiger Link)
https://doi.org/10.1007/s11618-019-00922-z
ArXiv-ID

Internationale Patentnummer

Link zur Lizenz

CC BY 4.0

Angaben zur Forschungsförderung

Deutsche Forschungsgemeinschaft (DFG): TR 553/7‑1

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Open Access-Veröffentlichung
Open Access Green

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Empirische Bildungsforschung: Publikationen
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Titel in einer weiteren Sprache

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Zeitschriftenartikel
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Published

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Zeitschrift für Erziehungswissenschaft : ZfE. Springer. 2020, 23(1), S. 121-144. ISSN 1434-663X. eISSN 1862-5215. Verfügbar unter: doi: 10.1007/s11618-019-00922-z

Zusammenfassung

Why do some students benefit from interventions and others do not? By investigating the antecedents and effects of students’ responsiveness to a classroom-based motivation intervention, the current study aims to shed light on the intervention processes that make educational interventions in real-life settings work. Using data from a cluster-randomized controlled experiment with 1916 ninth-grade students, students’ responsiveness to two written intervention activities about the personal relevance of mathematics (evaluating quotations or writing a text) was assessed. Based on the hypothesized theory of change, 1280 student essays were coded on three indicators of responsiveness (positive arguments, personal connections, in-depth reflections) which were combined into a continuous index. Linear regression analyses showed that students’ conscientiousness, gender, math-related motivation, and achievement predicted the responsiveness index. This research highlights the importance of investigating intervention processes in order to optimize the theories and designs of classroom interventions

Zusammenfassung in einer weiteren Sprache

Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen

Schlagwörter

Classroom intervention, Motivation, Mathematics, Relevance intervention, Student responsiveness, Utility-value intervention

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ISO 690BRISSON, Brigitte Maria, Chris S. HULLEMAN, Isabelle HÄFNER, Hanna GASPARD, Barbara FLUNGER, Anna-Lena DICKE, Ulrich TRAUTWEIN, Benjamin NAGENGAST, 2020. Who sticks to the instructions—and does it matter? : Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention. In: Zeitschrift für Erziehungswissenschaft : ZfE. Springer. 2020, 23(1), S. 121-144. ISSN 1434-663X. eISSN 1862-5215. Verfügbar unter: doi: 10.1007/s11618-019-00922-z
BibTex
@article{Brisson2020-02stick-73201,
  title={Who sticks to the instructions—and does it matter? : Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention},
  year={2020},
  doi={10.1007/s11618-019-00922-z},
  number={1},
  volume={23},
  issn={1434-663X},
  journal={Zeitschrift für Erziehungswissenschaft : ZfE},
  pages={121--144},
  author={Brisson, Brigitte Maria and Hulleman, Chris S. and Häfner, Isabelle and Gaspard, Hanna and Flunger, Barbara and Dicke, Anna-Lena and Trautwein, Ulrich and Nagengast, Benjamin}
}
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