Dosage Effects of Motivational Interviewing on Middle-School Students' Academic Performance: Randomized Evaluation of One versus Two Sessions

Autor/inn/en	Terry, John; Strait, Gill; McQuillin, Sam; Smith, Bradley H.
Titel	Dosage Effects of Motivational Interviewing on Middle-School Students' Academic Performance: Randomized Evaluation of One versus Two Sessions
Quelle	In: Advances in School Mental Health Promotion, 7 (2014) 1, S.62-74 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2013.851995
Schlagwörter	Middle School Students; Academic Achievement; Motivation Techniques; Interviews; Randomized Controlled Trials; Mathematics Achievement; Science Achievement; History; Grades (Scholastic); Effect Size; Intervention; Pretests Posttests; Self Efficacy; Outcomes of Treatment; Statistical Significance; Achievement Gains; Measures (Individuals) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulleistung; Motivationsförderung; Interviewing; Interviewtechnik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschichte; Geschichtsdarstellung; Notenspiegel; Self-efficacy; Selbstwirksamkeit; Achievement gain; Leistungssteigerung; Messdaten
Abstract	Motivational interviewing (MI) is a brief client-centred intervention that increases intrinsic motivation for change. Little research has been conducted on MI to promote academic behaviours, but two studies found that one session of MI did improve middle-school students' math grades [Strait, G., Smith, B., McQuillin, S., Terry, J., Swan, S., & Malone, P. (2012). "A randomized trial of motivational interviewing to improve middle school students' academic performance." "Journal of Community Psychology," 40, 1032-1039; Terry, J., Strait, G., Smith, B., & McQuillin, S. (2013). "Motivational interviewing to improve middle school students' academic performance: A replication study." "Journal of Community Psychology," 41, 902-909]. This study examines dosage effects of MI by randomly assigning 42 middle-school students to either one or two sessions of MI (n = 21 per group). Significant dosage effects were found for math, science and history grades, with effect sizes of 0.55, 0.58 and 0.47, respectively. Considering that math effects were 0.47 and 0.37 in the prior studies, and math was the only significant change produced by one session of MI, these results strongly suggest that two sessions of MI are superior to one. Future studies should replicate these findings and explore if even higher doses produce stronger effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01