Relevance Interventions in the Classroom: A Means to Promote Students' Homework Motivation and Behavior

Autor/inn/en	Flunger, Barbara; Gaspard, Hanna; Häfner, Isabelle; Brisson, Brigitte M.; Dicke, Anna-Lena; Parrisius, Cora; Nagengast, Benjamin; Trautwein, Ulrich
Titel	Relevance Interventions in the Classroom: A Means to Promote Students' Homework Motivation and Behavior
Quelle	In: AERA Open, 7 (2021) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Flunger, Barbara) ORCID (Parrisius, Cora) ORCID (Nagengast, Benjamin) ORCID (Trautwein, Ulrich)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Student Motivation; Student Behavior; Secondary School Students; Grade 9; Adolescents; Student Interests; Value Judgment; Relevance (Education); Homework; Mathematics Achievement; Intervention; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Schulische Motivation; Student behaviour; Schülerverhalten; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Studieninteresse; Werturteil; Relevance; Relevanz; Hausaufgabe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Deutschland
Abstract	Many students suffer from motivational problems when doing homework. To investigate whether an intervention that effectively promoted value beliefs in mathematics promoted students' homework motivation and behavior, we analyzed data from a cluster randomized controlled study with two classroom-based relevance interventions (writing a text or evaluating quotes from interviews) with 82 classrooms and 1,978 ninth-grade students. Students' math-specific homework motivation and behavior were assessed with homework diaries over a period of 4 weeks after the intervention. Latent growth curve analyses revealed that students in the text condition reported higher triggered interest but also lower homework completion than students in the control condition in the first week after the intervention. Students in the quotations condition reported higher utility of homework for future life, and higher homework effort directly after the intervention. The study highlights the potential of classroom-based relevance interventions to foster homework-specific outcomes, when considering situational, behavior-related measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01