Gaspard Hanna, Dicke Anna-Lena, Flunger Barbara, Brisson Brigitte Maria, Häfner Isabelle, Nagengast Benjamin, Trautwein Ulrich
Hector Research Institute of Education Sciences and Psychology, University of Tübingen.
Dev Psychol. 2015 Sep;51(9):1226-40. doi: 10.1037/dev0000028. Epub 2015 Jul 20.
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.
针对学生对学习内容感知相关性的干预措施已被证明能有效提升科学课堂中学生的学习动机（例如，胡勒曼和哈拉克维茨，2009年）。然而，仍需进一步研究，以更好地理解应如何设计此类干预措施，以便在课堂环境中成功实施。开展了一项整群随机对照研究，以测试在课堂上通过相关性干预措施能否培养九年级学生对数学的价值信念（即内在价值、成就价值、实用价值和成本）。82个班级被随机分配到两种实验条件之一或等待控制组条件。两个实验组都在课堂上接受了为期90分钟的关于数学相关性的干预，包括一次心理教育讲座和引发相关性的任务（撰写一篇文章或评估访谈语录）。在课堂干预6周和5个月后，通过1916名参与学生的自我报告对干预效果进行评估。在两个时间点上，两种干预条件都培养了学生更积极的价值信念。与控制组条件相比，语录条件组的班级报告的实用价值、成就价值和内在价值更高，文章条件组的班级报告的实用价值更高。因此，语录条件对学生价值信念的影响比文章条件更强。在分别评估女性和男性的干预效果时，发现了一些女性效果强于男性的证据。
