文章基本信息

标题：Side Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains
本地全文：下载
作者：Hanna Gaspard ; Anna-Lena Dicke ; Barbara Flunger 等
期刊名称：AERA Open
印刷版ISSN：2332-8584
电子版ISSN：2332-8584
出版年度：2016
卷号：2
期号：2
页码：1-14
DOI：10.1177/2332858416649168
摘要：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.
关键词：expectancy; value theory; dimensional comparisons; motivational intervention; self; concept; value