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Titel
Short intervention, sustained effects. Promoting students' math competence beliefs, effort, and achievement
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OriginalveröffentlichungAmerican educational research journal 54 (2017) 6, S. 1048-1078 ZDB
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Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)
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DokumentartAufsatz (Zeitschrift)
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-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.)
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Eintrag erfolgte am03.01.2019
QuellenangabeBrisson, 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
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