Short Intervention, Sustained Effects: Promoting Students’ Math Competence Beliefs, Effort, and Achievement

Abstract

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How do perceptions of importance support from a reading intervention affect students' motivation, engagement, and comprehension?

“…Other prior task-value-focused interventions, implemented by researchers in science and math, also have increased students’ competence-related beliefs (Brisson et al, 2017; Canning & Harackiewicz, 2015; Hulleman et al, 2017). Those researchers discussed how students’ competence beliefs and task values are positively related, and so an intervention designed to enhance one might actually affect the other in some circumstances.…”

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

“…First, in comparing interventions, stronger side effects were expected for interventions that show stronger effects on motivation in the target subject. With respect to our study, the quotations condition was shown to be more successful in promoting motivation in math (Brisson et al, 2016;Gaspard, Dicke, Flunger, Brisson, et al, 2015) and therefore was expected to also show stronger side effects. Second, regarding different outcomes, stronger side effects should be found for those motivational variables that are more effectively promoted in the target subject.…”

“…In these analyses, we controlled for the respective construct at the pretest in all three subjects to achieve more precise estimates of the intervention effects (Raudenbush, 1997). Effects on value and selfconcept in math as the target subject of the intervention have already been reported by Gaspard, Dicke, Flunger, Brisson, et al (2015) and Brisson et al (2016). For value, previous analyses used a more differentiated measure with subscales FIGURE 1.…”

Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention

“…Based in expectancy-value theory (Eccles et al 1983;Eccles and Wigfield 2002), relevance interventions aim at improving academic outcomes by raising students' beliefs about the utility value of an academic task or subject, that is its perceived usefulness to a student's current or future goals. Numerous correlational studies have shown that students who perceive the learning contents as highly useful feature high levels of interest and attainment values, self-efficacy beliefs and ability perceptions, as well as effort (for overviews, see e.g., Roeser et al 2000;Wigfield et al 2017; for correlations in the current sample, see Brisson et al 2017;Gaspard et al 2015a). Accordingly, fostering students' utility value beliefs in targeted interventions may lead to positive effects on other important academic outcomes.…”

“…In addition, identifying the features of highly and lowly responsive students or classrooms, respectively, helps to unravel if certain students stick less to the instructions than others and to optimize the intervention materials accordingly. The current study addresses these gaps in research by using data from the intervention study "Motivation in Mathematics" (MoMa), which was shown to foster students' value and competence beliefs, effort, and achievement in mathematics-particularly for females (Gaspard et al 2015a;Brisson et al 2017). By analyzing students' essays on the relevance of mathematics written during the classroom intervention, the current study aims at: (a) providing a theory of change to assess and combine the core elements of students' responsiveness to the intervention activities, and (b) exploring individual student characteristics and classroom perceptions as predictors of student responsiveness.…”