Details

Autor(en) / Beteiligte

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

Titel

Short intervention, sustained effects: Promoting students' math competence beliefs, effort, and achievement

Ist Teil von

• American educational research journal, 2017-12, Vol.54 (6), p.1048-1078

Ort / Verlag

Los Angeles, CA: SAGE Publishing

Erscheinungsjahr

2017

Link zum Volltext

Quelle

ERIC

Beschreibungen/Notizen

• 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.).