Relevance Interventions in the Classroom: A Means to Promote Students’ Homework Motivation and Behavior
Flunger, Barbara; Gaspard, Hanna; Häfner, Isabelle; Brisson, Brigitte M.; Dicke, Anna-Lena; Parrisius, Cora; Nagengast, Benjamin; Trautwein, Ulrich
(2021) AERA Open, volume 7, issue 1, pp. 1 - 20
(Article)
Abstract
Many students suffer from motivational problems when doing homework. To investigate whether an intervention that effectively promoted value beliefs in mathematics promoted students’ homework motivation and behavior, we analyzed data from a cluster randomized controlled study with two classroom-based relevance interventions (writing a text or evaluating quotes from interviews) with
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82 classrooms and 1,978 ninth-grade students. Students’ math-specific homework motivation and behavior were assessed with homework diaries over a period of 4 weeks after the intervention. Latent growth curve analyses revealed that students in the text condition reported higher triggered interest but also lower homework completion than students in the control condition in the first week after the intervention. Students in the quotations condition reported higher utility of homework for future life, and higher homework effort directly after the intervention. The study highlights the potential of classroom-based relevance interventions to foster homework-specific outcomes, when considering situational, behavior-related measures.
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Keywords: homework effort, homework motivation, relevance intervention, value beliefs, Education, Social Sciences (miscellaneous), Developmental and Educational Psychology
ISSN: 2399-2050
Publisher: BMJ Publishing Group
Note: Funding Information: This research was funded in part by German Research Foundation Grant TR 553/7-1 awarded to Ulrich Trautwein, Oliver L?dtke, and Benjamin Nagengast and by German Research Foundation Grant FL 867/1-1 awarded to Barbara Flunger, Ulrich Trautwein, Oliver L?dtke, and Benjamin Nagengast. Brigitte M. Brisson, Isabelle H?fner, and Hanna Gaspard were members of the Cooperative Research Training Group of the University of Education, Ludwigsburg, and the University of T?bingen, which was supported by the Ministry of Science, Research and the Arts in Baden-W?rttemberg. This research was supported as part of the LEAD Graduate School & Research Network [GSC1028], a project of the Excellence Initiative of the German federal and state governments, and by the Postdoc Academy of the Hector Research Institute of Education Sciences and Psychology, T?bingen, funded by the Baden-W?rttemberg Ministry of Science, Education and the Arts. We are also indebted to the Baden-W?rttemberg Stiftung for the financial support of this research project by the Eliteprogramme for Postdocs. We thank Katharina Allgaier and Evelin Herbein for their help in conducting this research. The data for this article are available upon request at https://doi.org/10.5159/IQB_MoMa_v1. Funding Information: This research was funded in part by German Research Foundation Grant TR 553/7-1 awarded to Ulrich Trautwein, Oliver Lüdtke, and Benjamin Nagengast and by German Research Foundation Grant FL 867/1-1 awarded to Barbara Flunger, Ulrich Trautwein, Oliver Lüdtke, and Benjamin Nagengast. Brigitte M. Brisson, Isabelle Häfner, and Hanna Gaspard were members of the Cooperative Research Training Group of the University of Education, Ludwigsburg, and the University of Tübingen, which was supported by the Ministry of Science, Research and the Arts in Baden-Württemberg. This research was supported as part of the LEAD Graduate School & Research Network [GSC1028], a project of the Excellence Initiative of the German federal and state governments, and by the Postdoc Academy of the Hector Research Institute of Education Sciences and Psychology, Tübingen, funded by the Baden-Württemberg Ministry of Science, Education and the Arts. We are also indebted to the Baden-Württemberg Stiftung for the financial support of this research project by the Eliteprogramme for Postdocs. We thank Katharina Allgaier and Evelin Herbein for their help in conducting this research. The data for this article are available upon request at https://doi.org/10.5159/IQB_MoMa_v1 . Publisher Copyright: © The Author(s) 2021.
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