Literaturnachweis - Detailanzeige
Autor/inn/en | Brisson, Brigitte Maria; Dicke, Anna-Lena; Gaspard, Hanna; Häfner, Isabelle; Flunger, Barbara; Nagengast, Benjamin; Trautwein, Ulrich |
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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 (inhaltlich überarbeitete Version) |
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; Schuljahr 09; Schüler; Leistungsbeurteilung; Experiment; Regressionsanalyse; Mathematik; Mathematikunterricht; Überzeugung; Intervention; Leistung; Relevanz; Wirkung; 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 |