Familiärer Hintergrund und Motivation

Play an AI-generated podcast conversation about this lesson

What statistical test was used to compare the means of the three groups?

Wald chi-square tests

Were there statistically significant differences between the conditions at the pretest?

No

Who reported higher math FI when filling out the questionnaire, fathers, mothers, or both parents?

Fathers and both parents

Which group reported significantly higher math utility values than mothers?

Fathers and both parents Signup and view all the answers

What were the correlations at the pretest presented in Table 2 related to?

Family SES, parents' utility values, and FI Signup and view all the answers

What do prior analyses show about relevance interventions?

They improve students' motivational beliefs. Signup and view all the answers

What did Coleman et al. (1966) determine as the most crucial factor for students' success in school?

Family background. Signup and view all the answers

What did the study by Kagan & Moss (1962) allow researchers to differentiate between?

Short-term effects and potential sleeper effects. Signup and view all the answers

What are structural family resources typically focused on in studies?

SES (Socioeconomic status). Signup and view all the answers

According to Sirin (2005), what is the importance of family background for students' academic outcomes?

It is crucial, as demonstrated by an overwhelming number of studies. Signup and view all the answers

Were the intervention effects on students' motivational beliefs systematically moderated by FI at posttest?

No Signup and view all the answers

What effects were found at follow-up regarding the cross-level interaction between FI and the intervention conditions?

Support for hypotheses Signup and view all the answers

How were the intervention conditions on students' utility values moderated by FI at follow-up?

For students with families reporting math interest below the mean, the effect of the quotations condition was higher. Signup and view all the answers

What were the Matthew effects and Robin Hood effects in relation to the intervention effects on students' motivational beliefs at posttest?

Did not occur Signup and view all the answers

What was the effect of the quotations condition on students' math utility values for families with mean levels of FI?

Lower compared to families with below mean FI Signup and view all the answers

What is the four-phase model of interest development?

A model proposed by Hidi & Renninger in 2006 to explain how interest in a subject evolves over time. Signup and view all the answers

What did Hulleman and Harackiewicz (2009) study in their research on high school science classes?

They studied promoting interest and performance in high school science classes. Signup and view all the answers

What is the focus of the utility value intervention conducted by Hulleman, Godes, Hendricks, and Harackiewicz (2010)?

Enhancing interest and performance. Signup and view all the answers

What is the Robin Hood effect in the context of education?

It refers to promoting interest and performance in high school science classes. Signup and view all the answers

What did Hyde, Canning, Rozek, Clarke, Hulleman, and Harackiewicz (2016) focus on in their research?

Existing questions. Signup and view all the answers

What type of interactions were analyzed to understand the influence of parents' math utility values on intervention effects?

Cross-level interactions Signup and view all the answers

At the posttest, did parents' utility values consistently moderate the effects of intervention conditions on student outcomes?

No Signup and view all the answers

In relation to students' utility and attainment values, what significant interactions were found at follow-up?

Cross-level interactions between the text condition and parents' utility values Signup and view all the answers

What kind of effects were created by the text condition in relation to parents' utility values?

Robin Hood effects Signup and view all the answers

What type of values did the quotations condition promote regardless of parents' utility values?

Students' utility and attainment values Signup and view all the answers

What is the coding for migration background in this study?

0 = no migration background, 1 = migration background Signup and view all the answers

What is the significance level denoted by 'p ⬍.001' in the correlations presented?

p <.001 Signup and view all the answers

What is the range of values used for coding students' gender in this study?

Student gender (male = 1) Signup and view all the answers

What type of correlations were presented at Time 2 and Time 3?

Bivariate correlations Signup and view all the answers

What was the focus of the analysis in the study with respect to the person filling out the questionnaire?

Results from the multilevel models Signup and view all the answers

What is likely to drive the effect on student motivation according to the text?

Motivational family resources Signup and view all the answers

What did the magnitude of the interaction effects found in the study range from?

␤ ⫽.07 to ␤ ⫽.14 Signup and view all the answers

Why is the effect size of the interaction most likely underestimated according to the text?

Not controlling for measurement error in the predictor variables Signup and view all the answers

What is common to find lower effect sizes of in natural settings compared with laboratory interventions?

Interventions Signup and view all the answers

What is the importance of the personal use of the document according to the text?

Intended solely for the personal use of the individual user Signup and view all the answers

What effects were found at follow-up regarding the cross-level interaction between FI and the intervention conditions?

Several significant cross-level interaction effects between FI and both intervention conditions emerged. Signup and view all the answers

What was the effect of the quotations condition on students' math utility values for families with mean levels of FI?

The effect of the quotations condition on students' math utility values was not higher compared to families with mean levels of FI. Signup and view all the answers

What significant interactions were found at follow-up in relation to students' utility and attainment values?

The effects of the intervention conditions on students' utility values were moderated by FI at follow-up. Signup and view all the answers

What type of values did the quotations condition promote regardless of parents' utility values?

The quotations condition promoted higher math utility values. Signup and view all the answers

At the posttest, did parents' utility values consistently moderate the effects of intervention conditions on student outcomes?

No, parents' utility values did not consistently moderate the effects of intervention conditions at the posttest. Signup and view all the answers

What factor was found to moderate the intervention effects on students' utility, attainment, and intrinsic value beliefs?

Family Interest (FI) Signup and view all the answers

According to Harackiewicz et al. (2012), how can the effects of a lack of information on the utility of math be counteracted?

By providing information on the utility of math directly to parents. Signup and view all the answers

What did the study's findings suggest about the relevance of families in future intervention studies?

Families need to be seen as an important factor moderating intervention effects. Signup and view all the answers

Which specific group of students profited more from the intervention conditions in terms of their utility, attainment, and intrinsic value beliefs?

Students from families with lower math interest. Signup and view all the answers

What did the results of the study by Hulleman and Harackiewicz (2009) indicate about the importance of Family Interest (FI) in future intervention studies?

FI is another important factor to be considered in future intervention studies targeting families. Signup and view all the answers

What did the study demonstrate about the effectiveness of relevance intervention for students from families with lower motivational resources?

It can effectively counteract lower family motivational resources. Signup and view all the answers

What was the key difference in attitude change between students from families with high motivational resources and those with low motivational resources?

Short-term attitude change for high motivational resources and long-term attitude change for low motivational resources. Signup and view all the answers

Why is it essential to find Robin Hood effects in the long run for students from families with low motivational resources?

To decrease motivational gaps between students from families with more versus fewer resources. Signup and view all the answers

What were the implications of the study regarding the intervention conditions and long-term effects on students' motivational beliefs?

No significant differences between the patterns of interaction effects of the two intervention conditions regarding FI and SES. Signup and view all the answers

Which intervention condition showed significant interaction effects for parents' utility values?

Text condition. Signup and view all the answers

What are two central motivational family resources mentioned in the text?

Family Interest (FI) and parents’ utility value beliefs Signup and view all the answers

According to previous research, what happens to students' motivational beliefs in mathematics during secondary school?

Motivational beliefs in mathematics decrease Signup and view all the answers

What did Harackiewicz et al. (2012) suggest about the relationship between parents' utility values and students' academic outcomes?

Parents' utility values affect students' utility value beliefs and other academic outcomes Signup and view all the answers

Why are students' motivational beliefs in mathematics considered important?

They are important predictors of students' academic effort, achievement, and choices Signup and view all the answers

What is the focus of interventions targeting students’ relevance beliefs?

To counteract the decrease in students' motivational beliefs in mathematics during secondary school Signup and view all the answers

What is the significance of parental interest in a subject according to the text?

If parents like a subject, chances are high that the child will also like the subject Signup and view all the answers

Why is families' math interest a systematic moderator of the intervention effects and not SES?

Math interest is a systematic moderator because it influences students' utility value beliefs, which are strongly linked to academic outcomes and choices. Signup and view all the answers

What were the Matthew effects and Robin Hood effects in relation to the intervention effects on students' motivational beliefs at posttest?

Matthew effects refer to students from families with high motivational resources benefiting more, while Robin Hood effects refer to students from families with low motivational resources benefiting most from the intervention. Signup and view all the answers

What factor was found to moderate the intervention effects on students' utility, attainment, and intrinsic value beliefs?

Family interest (FI) was found to moderate the intervention effects on students' beliefs about the utility, attainment, and intrinsic value of math. Signup and view all the answers

What is the four-phase model of interest development?

The four-phase model of interest development includes triggered situational interest, maintained situational interest, emerging individual interest, and well-developed individual interest. Signup and view all the answers

What significant interactions were found at follow-up in relation to students' utility and attainment values?

Significant interactions were found between family interest (FI) and the intervention conditions at follow-up in relation to students' utility and attainment values. Signup and view all the answers

What did the study's findings suggest about the relevance of families in future intervention studies?

The study's findings suggest that considering family interest (FI) is crucial in designing effective interventions for students, as it moderates the impact of interventions on students' motivational beliefs. Signup and view all the answers

What theoretical background is the approach based on that addresses subject-specific motivational beliefs like utility value?

EVT (Expectancy-Value Theory) Signup and view all the answers

What type of values are more extrinsic in nature compared to intrinsic and attainment value?

Utility value Signup and view all the answers

What can influence utility value beliefs through interventions, according to the text?

Highlighting the relevance of a subject for possible future careers, occupations, and everyday life Signup and view all the answers

Which studies demonstrated the success of interventions promoting students' utility value beliefs in enhancing self-concept, interest, effort, and achievement in psychology, mathematics, and science?

Brisson et al., Durik & Harackiewicz, Gaspard, Dicke, Flunger, Brisson, Hulleman, Woolley et al. Signup and view all the answers

What specific subject areas were mentioned where interventions promoting utility value beliefs were successful?

Psychology, mathematics, and science Signup and view all the answers

How can utility value beliefs be enhanced through interventions?

By highlighting the relevance of a subject for possible future careers, occupations, and everyday life Signup and view all the answers

What were the main intervention effects regarding students' utility values at both time points?

Students in both intervention conditions reported statistically significant higher utility values at both time points than did students in the control group. Signup and view all the answers

What significant effect did the quotations condition have on students' attainment values 5 months after the intervention?

The quotations condition had a significant positive effect on students' attainment values 5 months after the intervention. Signup and view all the answers

What did the study reveal about the interaction between Family Interest (FI) and the intervention conditions at follow-up?

Significant interactions were found at follow-up regarding the cross-level interaction between FI and the intervention conditions. Signup and view all the answers

What was the focus of the utility value intervention conducted by Hulleman, Godes, Hendricks, and Harackiewicz (2010)?

The focus was on the moderation of intervention effects on students' utility, attainment, and intrinsic value beliefs. Signup and view all the answers

What type of values did the quotations condition promote for families with mean levels of Family Interest (FI)?

The quotations condition promoted higher math utility values for families with mean levels of FI. Signup and view all the answers

What was the effect size of the interaction likely to be according to the text?

The effect size of the interaction was most likely underestimated according to the text. Signup and view all the answers

What was the impact of the motivational intervention in math classrooms on students' motivation in verbal domains?

negative effects Signup and view all the answers

What was the focus of the study by Gaspard et al. (2015) in terms of fostering adolescents' value beliefs for mathematics?

relevance intervention in the classroom Signup and view all the answers

What was the effect of higher differentiation in value beliefs about math in terms of gender differences?

more value Signup and view all the answers

What were the side effects of the motivational intervention in math classrooms on students' motivation in verbal domains?

negative effects Signup and view all the answers

What did the study by Gaspard et al. (2016) reveal about the effects of motivational interventions in math classrooms on motivation in verbal domains?

negative effects Signup and view all the answers

What was the focus of the study by Ganzeboom and Treiman (2003) in terms of occupational status?

comparative research Signup and view all the answers

Familiärer Hintergrund und Motivation - Basic

Choose a study mode

Podcast

Questions and Answers

What statistical test was used to compare the means of the three groups?

Were there statistically significant differences between the conditions at the pretest?

Who reported higher math FI when filling out the questionnaire, fathers, mothers, or both parents?

Which group reported significantly higher math utility values than mothers?

What were the correlations at the pretest presented in Table 2 related to?

What do prior analyses show about relevance interventions?

What did Coleman et al. (1966) determine as the most crucial factor for students' success in school?

What did the study by Kagan & Moss (1962) allow researchers to differentiate between?

What are structural family resources typically focused on in studies?

According to Sirin (2005), what is the importance of family background for students' academic outcomes?

Were the intervention effects on students' motivational beliefs systematically moderated by FI at posttest?

What effects were found at follow-up regarding the cross-level interaction between FI and the intervention conditions?

How were the intervention conditions on students' utility values moderated by FI at follow-up?

What were the Matthew effects and Robin Hood effects in relation to the intervention effects on students' motivational beliefs at posttest?

What was the effect of the quotations condition on students' math utility values for families with mean levels of FI?

What is the four-phase model of interest development?

What did Hulleman and Harackiewicz (2009) study in their research on high school science classes?

What is the focus of the utility value intervention conducted by Hulleman, Godes, Hendricks, and Harackiewicz (2010)?

What is the Robin Hood effect in the context of education?

What did Hyde, Canning, Rozek, Clarke, Hulleman, and Harackiewicz (2016) focus on in their research?

What type of interactions were analyzed to understand the influence of parents' math utility values on intervention effects?

At the posttest, did parents' utility values consistently moderate the effects of intervention conditions on student outcomes?

In relation to students' utility and attainment values, what significant interactions were found at follow-up?

What kind of effects were created by the text condition in relation to parents' utility values?

What type of values did the quotations condition promote regardless of parents' utility values?

What is the coding for migration background in this study?

What is the significance level denoted by 'p ⬍.001' in the correlations presented?

What is the range of values used for coding students' gender in this study?

What type of correlations were presented at Time 2 and Time 3?

What was the focus of the analysis in the study with respect to the person filling out the questionnaire?

What is likely to drive the effect on student motivation according to the text?

What did the magnitude of the interaction effects found in the study range from?

Why is the effect size of the interaction most likely underestimated according to the text?

What is common to find lower effect sizes of in natural settings compared with laboratory interventions?

What is the importance of the personal use of the document according to the text?

What effects were found at follow-up regarding the cross-level interaction between FI and the intervention conditions?

What was the effect of the quotations condition on students' math utility values for families with mean levels of FI?

What significant interactions were found at follow-up in relation to students' utility and attainment values?

What type of values did the quotations condition promote regardless of parents' utility values?

At the posttest, did parents' utility values consistently moderate the effects of intervention conditions on student outcomes?

What factor was found to moderate the intervention effects on students' utility, attainment, and intrinsic value beliefs?

According to Harackiewicz et al. (2012), how can the effects of a lack of information on the utility of math be counteracted?

What did the study's findings suggest about the relevance of families in future intervention studies?

Which specific group of students profited more from the intervention conditions in terms of their utility, attainment, and intrinsic value beliefs?

What did the results of the study by Hulleman and Harackiewicz (2009) indicate about the importance of Family Interest (FI) in future intervention studies?

What did the study demonstrate about the effectiveness of relevance intervention for students from families with lower motivational resources?

What was the key difference in attitude change between students from families with high motivational resources and those with low motivational resources?

Why is it essential to find Robin Hood effects in the long run for students from families with low motivational resources?

What were the implications of the study regarding the intervention conditions and long-term effects on students' motivational beliefs?

Which intervention condition showed significant interaction effects for parents' utility values?

What are two central motivational family resources mentioned in the text?

According to previous research, what happens to students' motivational beliefs in mathematics during secondary school?

What did Harackiewicz et al. (2012) suggest about the relationship between parents' utility values and students' academic outcomes?

Why are students' motivational beliefs in mathematics considered important?

What is the focus of interventions targeting students’ relevance beliefs?

What is the significance of parental interest in a subject according to the text?

Why is families' math interest a systematic moderator of the intervention effects and not SES?

What were the Matthew effects and Robin Hood effects in relation to the intervention effects on students' motivational beliefs at posttest?

What factor was found to moderate the intervention effects on students' utility, attainment, and intrinsic value beliefs?

What is the four-phase model of interest development?

What significant interactions were found at follow-up in relation to students' utility and attainment values?

What did the study's findings suggest about the relevance of families in future intervention studies?

What theoretical background is the approach based on that addresses subject-specific motivational beliefs like utility value?

What type of values are more extrinsic in nature compared to intrinsic and attainment value?

What can influence utility value beliefs through interventions, according to the text?

Which studies demonstrated the success of interventions promoting students' utility value beliefs in enhancing self-concept, interest, effort, and achievement in psychology, mathematics, and science?

What specific subject areas were mentioned where interventions promoting utility value beliefs were successful?

How can utility value beliefs be enhanced through interventions?

What were the main intervention effects regarding students' utility values at both time points?

What significant effect did the quotations condition have on students' attainment values 5 months after the intervention?

What did the study reveal about the interaction between Family Interest (FI) and the intervention conditions at follow-up?

What was the focus of the utility value intervention conducted by Hulleman, Godes, Hendricks, and Harackiewicz (2010)?

What type of values did the quotations condition promote for families with mean levels of Family Interest (FI)?

What was the effect size of the interaction likely to be according to the text?

What was the impact of the motivational intervention in math classrooms on students' motivation in verbal domains?

What was the focus of the study by Gaspard et al. (2015) in terms of fostering adolescents' value beliefs for mathematics?