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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 |
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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 |