Fostering Adolescents' Value Beliefs for Mathematics With a Relevance Intervention in the Classroom
Fostering Adolescents' Value Beliefs for Mathematics With a Relevance Intervention in the Classroom
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DOI：
10.1037/dev0000028
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发表时间：
2015-09-01
影响因子：
4
通讯作者：
Trautwein, Ulrich
中科院分区：
文献类型：
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作者：
Gaspard, Hanna;Dicke, Anna-Lena;Trautwein, Ulrich
针对学生对学习内容的感知相关性的干预措施已被证明可以有效地促进学生在科学课上的动机（例如，Hulleman & Harackiewicz, 2009）。然而，需要进一步的研究来更好地了解如何设计这些干预措施，以便在课堂环境中成功实施。摘要本研究采用聚类随机对照研究，检验课堂相关干预能否培养初中生的数学价值信念（内在价值、成就价值、效用价值和成本价值）。82个教室被随机分配到两种实验条件中的一种或等待控制条件。两个实验组都在课堂上接受了90分钟的数学相关性干预，包括心理教育演示和相关性诱导任务（写一篇文章或评估采访语录）。通过1916名参与学生在课堂干预6周和5个月后的自我报告来评估干预效果。两种干预条件在两个时间点都培养了学生更积极的价值信念。与对照条件相比，引文条件下的班级报告的实用价值、素养价值和内在价值更高，文本条件下的班级报告的实用价值更高。因此，引文条件比文本条件对学生价值信念的影响更强。在分别评估女性和男性的干预效果时，发现了一些证据表明女性的效果强于男性。
Interventions targeting students' perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classroom setting. A cluster randomized controlled study was conducted to test whether ninth-grade students' value beliefs for mathematics (i.e., intrinsic value, attainment value, utility value, and cost) could be fostered with relevance interventions in the classroom. Eighty-two classrooms were randomly assigned to 1 of 2 experimental conditions or a waiting control condition. Both experimental groups received a 90-min intervention within the classroom on the relevance of mathematics, consisting of a psychoeducational presentation and relevance-inducing tasks (either writing a text or evaluating interview quotations). Intervention effects were evaluated via self-reports of 1,916 participating students 6 weeks and 5 months after the intervention in the classroom. Both intervention conditions fostered more positive value beliefs among students at both time points. Compared with the control condition, classes in the quotations condition reported higher utility value, attainment value, and intrinsic value, and classes in the text condition reported higher utility value. Thus, stronger effects on students' value beliefs were found for the quotations condition than for the text condition. When assessing intervention effects separately for females and males, some evidence for stronger effects for females than for males was found.