Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains

Principal Investigator(s):  View help for Principal Investigator(s) Hanna Gaspard, Hector Research Institute of Education Sciences and Psychology, University of Tübingen; Anna-Lena Dicke, University of California-Irvine; Barbara Flunger, Hector Research Institute of Education Sciences and Psychology, University of Tübingen; Isabelle Häfner, Hector Research Institute of Education Sciences and Psychology, University of Tübingen; Brigitte Brisson, Hector Research Institute of Education Sciences and Psychology, University of Tübingen; Ulrich Trautwein, Hector Research Institute of Education Sciences and Psychology, University of Tübingen; Benjamin Nagengast, Hector Research Institute of Education Sciences and Psychology, University of Tübingen

Version:  View help for Version V1

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2_Data access information.docx application/vnd.openxmlformats-officedocument.wordprocessingml.document 12.6 KB 08/20/2021 05:22:AM
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Project Citation: 

Gaspard, Hanna, Dicke, Anna-Lena, Flunger, Barbara, Häfner, Isabelle, Brisson, Brigitte, Trautwein, Ulrich, and Nagengast, Benjamin. Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2021-08-20. https://doi.org/10.3886/E147941V1

Project Description

Summary:  View help for Summary 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.

Funding Sources:  View help for Funding Sources German Research Foundation (TR 553/7-1); Ministry of Science, Research and the Arts, Baden-Württemberg



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V1 [2021-08-20]

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