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, S. 1-14 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2332-8584
DOI	10.1177/2332858416649168
Schlagwörter	Interventionsstudie; Selbstkonzept; Deutschunterricht; Englisch; Englischunterricht; Fremdsprache; Mathematik; Mathematikunterricht; Motivation; Naturwissenschaftlicher Unterricht; Technik; Lernmotivation; Deutsch; Intervention; Mathematisch-naturwissenschaftlicher Unterricht; Schuljahr 09; Schulische Motivation; Lernmotivation; Motivation; Deutsch; Deutschunterricht; Fremdsprache; Englisch; Englischunterricht; Mathematik; Mathematikunterricht; Mathematisch-naturwissenschaftlicher Unterricht; Naturwissenschaftliche Kompetenz; Naturwissenschaftlicher Unterricht; Ingenieurwesen; Intervention; Technik
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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2