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Short Intervention, Sustained Effects : Promoting Students' Math Competence Beliefs, Effort, and Achievement

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2017

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

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https://doi.org/10.3102/0002831217716084
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Deutsche Forschungsgemeinschaft (DFG): TR 553/7-1

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Open Access-Veröffentlichung

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Empirische Bildungsforschung: Publikationen
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American Educational Research Journal. Sage. 2017, 54(6), S. 1048-1078. ISSN 0002-8312. eISSN 1935-1011. Verfügbar unter: doi: 10.3102/0002831217716084

Zusammenfassung

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.

Zusammenfassung in einer weiteren Sprache

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370 Erziehung, Schul- und Bildungswesen

Schlagwörter

competence beliefs, effort, expectancy-value theory, math achievement, relevance intervention

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ISO 690BRISSON, Brigitte Maria, Anna-Lena DICKE, Hanna GASPARD, Isabelle HÄFNER, Barbara FLUNGER, Benjamin NAGENGAST, Ulrich TRAUTWEIN, 2017. Short Intervention, Sustained Effects : Promoting Students' Math Competence Beliefs, Effort, and Achievement. In: American Educational Research Journal. Sage. 2017, 54(6), S. 1048-1078. ISSN 0002-8312. eISSN 1935-1011. Verfügbar unter: doi: 10.3102/0002831217716084
BibTex
@article{Brisson2017-12Short-74784,
  title={Short Intervention, Sustained Effects : Promoting Students' Math Competence Beliefs, Effort, and Achievement},
  year={2017},
  doi={10.3102/0002831217716084},
  number={6},
  volume={54},
  issn={0002-8312},
  journal={American Educational Research Journal},
  pages={1048--1078},
  author={Brisson, Brigitte Maria and Dicke, Anna-Lena and Gaspard, Hanna and Häfner, Isabelle and Flunger, Barbara and Nagengast, Benjamin and Trautwein, Ulrich}
}
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