Literaturnachweis - Detailanzeige
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 |
Beigaben | Literaturangaben |
Zusatzinformation | Forschungsdaten, Studiendetails und Erhebungsinstrumente |
Sprache | englisch |
Dokumenttyp | online; Zeitschriftenaufsatz |
ISSN | 2332-8584 |
DOI | 10.1177/2332858416649168 |
Schlagwörter | Interventionsstudie; Selbstkonzept; 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 |