The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.

Parrisius, Cora; Gaspard, Hanna; Zitzmann, Steffen; Trautwein, Ulrich; Nagengast, Benjamin

doi:10.1037/edu0000680

Cited by 39 publications

(14 citation statements)

References 111 publications

(270 reference statements)

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“…Furthermore, 31.7% of the participating 1 Data from this study were additionally used to investigate the effects of the MoMa relevance intervention on precursors of career choices (i.e., vocational interests, career orientation, STEM career aspirations, perceived importance of math and physics for students' career aspirations) as more distal outcomes (Piesch et al, 2020). Furthermore, data from this study were used in three publications that did not focus on the effects of the intervention but used this data set for different research questions and used the intervention conditions as a covariate (Gaspard & Lauermann, 2020;Parrisius, Gaspard, Zitzmann, et al, 2020).…”

Section: Methods Sample and Proceduresmentioning

confidence: 99%

The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.

Gaspard¹,

Parrisius²,

Piesch³

et al. 2021

Journal of Educational Psychology

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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.

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Section: Methods Sample and Proceduresmentioning

confidence: 99%

The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.

Gaspard¹,

Parrisius²,

Piesch³

et al. 2021

Journal of Educational Psychology

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“…Although the annual assessments fit the goal of the study to map long-term development of SRL and ERL from Grade 5 until Grade 9, more fine-grained daily or weekly assessments of SRL and ERL over a shorter period of time after the transition could produce complementary further insights. Such designs would furthermore lend themselves well to disentangling time-consistent and fluctuating proportions of students’ SRL and ERL at different levels of analysis and to test how they are shaped by a specific teacher and parent behavior and momentary changes in these behaviors (e.g., Parrisius et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement.

Bardach¹,

Yanagida²,

Goetz³

et al. 2023

Developmental Psychology

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Both self-regulation and external regulation are key to understanding adolescents’ learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents’ self-regulated learning, externally regulated learning, behaviors of teachers and parents in terms of autonomy support and achievement pressure, and academic achievement is very limited. The present multilevel longitudinal analysis focusing on the domain of mathematics (N = 1,542 German adolescents; annual assessments from Grades 5 to 9; mean age at Grade 5 = 11.79 years, SD = 0.71, 51.75% female) addressed these gaps. Results from multilevel latent basic growth curve models showed that self- and externally regulated learning decreased over the 5 years at both the individual student and the class level. Changes in self- and externally regulated learning were linked: Classes with higher levels of self-regulated learning at Grade 5 showed a stronger decrease in externally regulated learning over time. Initial levels of and changes in student-reported teacher and parental autonomy support and achievement pressure were associated with self- and externally regulated learning at the individual student level; student-reported teacher autonomy support and self-regulated learning were also linked at the class level. Self-regulated learning related positively to standardized achievement test scores but not to adolescents’ grades. This study adds to the scarce evidence base on different regulatory forms of adolescents’ learning and can inform future research on adolescents’ positive development and educational practice.

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“…According to self-determination theory, providing meaningful rationales and thus speaking to the relevance of a task is one possible way to support students' need for autonomy (Su & Reeve, 2011). Indeed, research has shown that teachers' general level of relevance support and their lesson-specific provision of relevance support are linked with different components of students' motivation, including their utility value (Flunger et al, 2022;Parrisius et al, 2020Parrisius et al, , 2022.…”

Section: Motivational Teaching Practices In Regular Mathematics Classesmentioning

confidence: 99%

Understanding the interplay between targeted motivation interventions and motivational teaching practices in mathematics classrooms

Gaspard

Parrisius

Nagengast

et al. 2022

ZDM Mathematics Education

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Prior research has shown that brief motivation interventions, such as interventions targeting students’ perceptions concerning relevance of the learning material, can have long-lasting effects on students’ motivation and performance. However, the educational contexts in which these interventions have been implemented have their own motivational affordances, such as the extent to which teachers support students’ perceptions of relevance in regular classes. According to the seed-and-soil hypothesis for the effectiveness of psychological interventions, such interventions can be seen like a “seed” that needs to be implemented in a supportive educational context (i.e., the “soil”) in order to work. Therefore, in this study we examined the interplay between a one-time relevance intervention implemented in mathematics classrooms and the mathematics teacher’s relevance support as perceived by the students before and after the intervention. Data stemmed from a cluster-randomized controlled trial with 79 ninth-grade mathematics classes (N = 1744 students) in which the intervention was implemented by the mathematics teacher or a master’s student, both trained for this purpose. Multilevel moderation models showed that both intervention conditions had larger effects when students perceived higher relevance support before or after the intervention, thus providing support for the seed-and-soil hypothesis. Furthermore, multilevel mediation models indicated a positive effect of the teacher condition on perceived relevance support at posttest compared with the control condition, which partly explained the positive effect of this intervention condition on utility value at follow-up. The results shed light on the contexts in which these interventions are most effective and the mechanisms through which they work.

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The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.

Abstract: Journal of Educational Psychology (date: 9/3/2021). We posted the data analysis scripts on the Open Science Framework (OSF) at the following link: https://osf.io/c9yze/.

Cited by 39 publications

References 111 publications

The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.

The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.

Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement.

Understanding the interplay between targeted motivation interventions and motivational teaching practices in mathematics classrooms

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