Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains

Autor/inn/en	Gaspard, Hanna; Dicke, Anna-Lena; Flunger, Barbara; Häfner, Isabelle; Brisson, Brigitte M.; Trautwein, Ulrich; Nagengast, Benjamin
Titel	Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains
Quelle	In: AERA Open, 2 (2016) 2, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	STEM Education; Student Motivation; Intervention; Mathematics Instruction; Grade 9; Program Effectiveness; Value Judgment; Self Concept; German; English (Second Language); Foreign Countries; High School Students; Germany + Suchen Sie Ihr Suchwort? STEM; Schulische Motivation; Mathematics lessons; Mathematikunterricht; School year 09; 9. Schuljahr; Schuljahr 09; Werturteil; Selbstkonzept; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Deutschland
Abstract	One way to address the leaking pipeline toward STEM-related careers (i.e., science, technology, engineering, and mathematics) is to intervene on students' STEM motivation in school. However, a neglected question in intervention research is how such interventions affect motivation in subjects not targeted by the intervention. This question was addressed through data from a cluster-randomized study in which a value intervention was successfully implemented in 82 ninth-grade math classrooms. Side effects on value, self-concept, and effort in German as students' native language and English as a foreign language were assessed 6 weeks and 5 months after the intervention. Negative effects on value for German, but not for English, were found 5 months after the intervention. The theoretical and educational implications of such effects are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01