Learning more from educational intervention studies. Estimating complier average causal effects in a relevance intervention.

Autor/inn/en	Nagengast, Benjamin; Brisson, Brigitte M.; Hulleman, Chris S.; Gaspard, Hanna; Häfner, Isabelle; Trautwein, Ulrich
Titel	Learning more from educational intervention studies. Estimating complier average causal effects in a relevance intervention.
Quelle	In: The journal of experimental education, 86 (2018) 1, S. 105-123 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0973; 1940-0683
DOI	10.1080/00220973.2017.1289359
Schlagwörter	Interventionsstudie; Pädagogischer Transfer; Schuljahr 09; Schulische Motivation; Lernbedingungen; Lernerfahrung; Lernergebnis; Lernmotivation; Motivation; Mitwirkung; Intervention; Lernangebot; Relevanz
Abstract	An emerging literature demonstrates that relevance interventions, which ask students to produce written reflections on how what they are learning relates to their lives, improve student learning outcomes. As part of a randomized evaluation of a relevance intervention (N = 1,978 students from 82 ninth-grade classes), we used Complier Average Causal Effects (CACE) to identify the effect of the intervention on participants who were assigned to the intervention group and were actually compliant with the intervention (i.e., treatment fidelity or compliance). Results revealed larger differences for compliers than noncompliers, although this impact depended on several factors. Implications for the application of CACE models in educational interventions, in general, and relevance interventions, in particular, are discussed. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2