Motivation in Mathematics (MoMa)

Gaspard, Hanna; Brisson, Brigitte; Häfner, Isabelle; Dicke, Anna-Lena; Flunger, Barbara ...(4 more)
The aim of the study was to examine the effectiveness of an intervention with the aim of increasing the perceived relevance of mathematics in the classroom context, which was developed on the basis of the Expectancy-Value Theory of Eccles and colleagues (1983). 1978 students f...
published 2021-03-10, Version 1
Delivery

Full Metadata Record

Identification

Resource Type

Dataset : survey data, achievement test

Version

1

Language of Resource

German

Title

Motivation in Mathematics (MoMa)

Creators

Gaspard, Hanna
Brisson, Brigitte
Häfner, Isabelle
Dicke, Anna-Lena
Flunger, Barbara
Parrisius, Cora
Nagengast, Benjamin
Trautwein, Ulrich
Eberhard Karls Universität Tübingen

Origin Information

Publication Date

2021-03-10

Access

Availability

Delivery
application required: https://www.iqb.hu-berlin.de/fdz/fdz/Datenzugang/SUF-Antrag/FormularSUFs

Rights

CC0 1.0 Universal

Contributor

Forschungsdatenzentrum (FDZ) am Institut zur Qualitätsentwicklung im Bildungswesen (IQB) / Research Data Centre (FDZ) at the Institute for Educational Quality Improvement (IQB)

Methods

Sample

Sampled Universe

Students (N=1,978) in grade 9 (N=82) at Grammar Schools (N=25); Parents; Mathematics Teachers

Sampling

Not Given

Time Dimension

  • Longitudinal: Cohort/Event-based
  • Research Design: Experimental Design
    Frequency:
    3 points of measurement

Collection Mode

  • Self-administered questionnaire: Paper
  • Face-to-face interview: PAPI
  • Content coding
  • Educational measurements and tests
  • Measurements and Tests: Paper and pencil test

Description

  • Abstract

    The aim of the study was to examine the effectiveness of an intervention with the aim of increasing the perceived relevance of mathematics in the classroom context, which was developed on the basis of the Expectancy-Value Theory of Eccles and colleagues (1983). 1978 students from 82 ninth grades of 25 grammar schools (Gymnasien) in Baden-Wuerttemberg participated in the study. The participating teachers and their classes were randomly assigned either to one of the two intervention conditions or a waiting control condition before the first data collection. Students completed questionnaires at three points in time: (1) pre-test at the beginning of the school year, (2) post-test on average 6 weeks after the intervention, and (3) follow-up survey on average 5 months after the intervention. Cognitive skills were also recorded during the pretest. During the follow-up, the students also took a mathematics test. Over a period of four weeks after the intervention, motivation and behaviour concerning mathematics homework were also recorded in a homework diary. Parents and mathematics teachers were also interviewed at the time of the pre-test. The mathematics teachers also assessed the participating students at all test times. In both of the two intervention conditions classes, doctoral students conducted a double lesson in a regular mathematics lesson on the relevance of mathematics (for more details see Brisson et al., 2017; Gaspard et al., 2015).

Note

Survey Unit: Parents; Teachers; Students###

Coverage

Temporal Coverage

  • 2013-03-01 / 2013-03-31
  • 2012-11-01 / 2012-12-31
  • 2012-09-01 / 2012-09-30
  • 2012-10-01 / 2012-11-30
  • 2012-11-01 / 2012-12-01
  • 2012-09-01 / 2012-10-01

Geographic Coverage

  • Baden-Wuerttemberg

Relations

Alternative Identifiers

  • 1 (Type: VerbundFDB)

Publications

  • Eine ausführliche Publikationsliste finden Sie auf

    • ID: www.iqb.hu-berlin.de/fdz/studies/MoMa (URL)

Update Metadata: 2021-03-10 | Issue Number: 1 | Registration Date: 2021-03-10