Detailanzeige
Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-158731
DOI: 10.25656/01:15873; 10.3102/0002831217716084
URN: urn:nbn:de:0111-pedocs-158731
DOI: 10.25656/01:15873; 10.3102/0002831217716084
| Titel |
Short intervention, sustained effects. Promoting students' math competence beliefs, effort, and achievement |
|---|---|
| Autoren |
Brisson, Brigitte M.;
Dicke, Anna-Lena  ;
Gaspard, Hanna ;
Häfner, Isabelle ;
Flunger, Barbara ;
Nagengast, Benjamin ;
Trautwein, Ulrich |
| Originalveröffentlichung | American educational research journal 54 (2017) 6, S. 1048-1078  |
| Dokument | Volltext (246 KB) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Mathematikunterricht; Intervention; Mathematik; Relevanz; Wirkung; Schüler; Kompetenz; Überzeugung; Leistung; Experiment; Leistungstest; Schuljahr 09; Mehrebenenanalyse; Regressionsanalyse; Empirische Untersuchung; Baden-Württemberg |
| Teildisziplin | Empirische Bildungsforschung |
| Dokumentart | Aufsatz (Zeitschrift) |
| Sprache | Englisch |
| Erscheinungsjahr | 2017 |
| Begutachtungsstatus | Peer-Review |
| 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.) |
| weitere Beiträge dieser Zeitschrift | American educational research journal Jahr: 2017 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
|
| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 03.01.2019 |
| Quellenangabe | Brisson, Brigitte M.; Dicke, Anna-Lena; Gaspard, Hanna; Häfner, Isabelle; Flunger, Barbara; Nagengast, Benjamin; Trautwein, Ulrich: Short intervention, sustained effects. Promoting students' math competence beliefs, effort, and achievement - In: American educational research journal 54 (2017) 6, S. 1048-1078 - URN: urn:nbn:de:0111-pedocs-158731 - DOI: 10.25656/01:15873; 10.3102/0002831217716084 |
Inhalt auf sozialen Plattformen teilen
Teile diese Seite:
