Short intervention, sustained effects. Promoting students' math competence beliefs, effort, and achievement.

Autor/inn/en	Brisson, Brigitte Maria; Dicke, Anna-Lena; Gaspard, Hanna; Häfner, Isabelle; Flunger, Barbara; Nagengast, Benjamin; Trautwein, Ulrich
Titel	Short intervention, sustained effects. Promoting students' math competence beliefs, effort, and achievement.
Quelle	In: American educational research journal, 54 (2017) 6, S. 1048-1078Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/0002831217716084
URN	urn:nbn:de:0111-pedocs-158731
Schlagwörter	Kompetenz; Empirische Untersuchung; Mehrebenenanalyse; Baden-Württemberg; Experiment; Mathematik; Mathematikunterricht; Schüler; Kompetenz; Regressionsanalyse; Leistung; Leistungsbeurteilung; Intervention; Überzeugung; Wirkung; Schuljahr 09; Schüler; Leistungsbeurteilung; Experiment; Regressionsanalyse; Mathematik; Mathematikunterricht; Überzeugung; Intervention; Leistung; Relevanz; Wirkung; Mehrebenenanalyse; Baden-Württemberg
Abstract	The present study investigated the effectiveness of two short relevance interventions (writing a text or evaluating quotations about the utility of mathematics) using a sample of 1,916 students in 82 math classrooms in a cluster randomized controlled experiment. Short-term and sustained effects (6 weeks and 5 months after the intervention) of the two intervention conditions on students' competence beliefs (self-concept, homework self-efficacy), teacher-rated individual effort, and standardized test scores in mathematics were assessed. Hierarchical linear regression analyses showed that students' homework self-efficacy was higher in both intervention groups 6 weeks and 5 months after the intervention compared to the control condition. Students' self-concept, teacher-rated effort, and achievement in mathematics were promoted through the quotations condition, partly in the long term. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3