Relevance interventions have shown a great potential to foster motivation and achievement (Lazowski & Hulleman, 2016). Yet, further research is warranted to test how such interventions can be successfully implemented in practice. We conducted a cluster-randomized trial in ninthgrade mathematics classrooms to test the effectiveness of a relevance intervention, which was shown to be efficacious when implemented by researchers, for fostering motivation and achievement under real-world conditions. The 78 participating classrooms (N = 1,744 students)were randomly assigned to one of two intervention conditions or a waitlist control condition. The intervention was implemented by master's students or the regular math teachers. Intervention effects were evaluated using self-reports, teacher ratings, and achievement tests 4 weeks and 3 months after the intervention, controlling for the initial levels of the outcomes. Compared with the control condition, both intervention conditions showed similar positive effects on utility value. Unexpectedly, students in both intervention conditions also reported higher perceived cost compared with students in the control condition after the intervention. When implemented by master's students, additional intervention effects on students' growth mindsets and a standardized achievement test could be observed. Only small differences in effectiveness were observed between the intervention conditions, although master's students showed a higher level of adherence. In both intervention conditions, higher levels of adherence and lower levels of discipline problems were associated with more positive changes in utility value. Overall, the intervention thus showed mixed effects. Future research should therefore continue to examine the conditions under which relevance interventions work in practice.

No abstract

Relevance interventions have shown a high potential to foster motivation and achievement (Lazowski & Hulleman, 2016). Yet, further research is warranted to test how such interventions can be successfully implemented in practice. We conducted a cluster-randomized trial in ninth-grade mathematics classrooms to test the effectiveness of a relevance intervention, which was previously shown to be efficacious when implemented by researchers. A total of 78 classrooms (N = 1,744 students) were randomly assigned to one of two intervention conditions or a waiting control condition. The intervention was implemented by master’s students or the regular math teachers. Intervention effects were evaluated using self-reports, teacher ratings, and achievement tests four weeks and three months after the intervention, controlling for the initial levels of the outcomes. Compared with the control condition, both intervention conditions showed similar positive effects on utility value. Unexpectedly, students in both intervention conditions also reported higher perceived cost compared to students in the control condition after the intervention. When the intervention was implemented by master’s students, additional effects on students’ growth mindsets and a standardized achievement test could be observed. Only little differences in effectiveness were observed between the intervention conditions, although master’s students showed a higher level of adherence to the intervention script. In both intervention conditions, higher levels of adherence and lower levels of discipline problems were associated with more positive changes in utility value. Overall, the intervention thus showed mixed effects. Future research should therefore continue to examine the conditions under which relevance interventions work in practice.

No abstract

Adolescents' motivation is crucial for their transition from school to further education. Parents are known to have a substantial influence on their children's motivational beliefs through their own beliefs and behaviors. In this study, we tested whether a parent-based utility-value intervention could promote parents' and students' motivational beliefs and career orientation behavior. Twenty eighthgrade classrooms from German middle-track schools were randomly assigned to the intervention or to a waitlist control condition. Data from 357 students and their parents were obtained via separate questionnaires at pretest and posttest. The intervention was operationalized through a website where parents and students could find information about the usefulness of different school subjects for future careers. The website was designed to help parents support their children during the career orientation process. To examine the effects of the intervention on parents' and students' motivational beliefs and career orientation behavior, Intention-to-treat and Complier Average Causal Effect analyses were calculated. The results showed negative intervention effects on parental career support and perceived importance of career support. No intervention effects were found on the other parental outcomes or on student outcomes. We discuss reasons for these results. The study shows that intervention material needs to be carefully designed and implemented.