80 Questions
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
What were the correlations at the pretest presented in Table 2 related to?
Family SES, parents' utility values, and FI
What do prior analyses show about relevance interventions?
They improve students' motivational beliefs.
What did Coleman et al. (1966) determine as the most crucial factor for students' success in school?
Family background.
What did the study by Kagan & Moss (1962) allow researchers to differentiate between?
Short-term effects and potential sleeper effects.
What are structural family resources typically focused on in studies?
SES (Socioeconomic status).
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.
Were the intervention effects on students' motivational beliefs systematically moderated by FI at posttest?
No
What effects were found at follow-up regarding the cross-level interaction between FI and the intervention conditions?
Support for hypotheses
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.
What were the Matthew effects and Robin Hood effects in relation to the intervention effects on students' motivational beliefs at posttest?
Did not occur
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
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.
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.
What is the focus of the utility value intervention conducted by Hulleman, Godes, Hendricks, and Harackiewicz (2010)?
Enhancing interest and performance.
What is the Robin Hood effect in the context of education?
It refers to promoting interest and performance in high school science classes.
What did Hyde, Canning, Rozek, Clarke, Hulleman, and Harackiewicz (2016) focus on in their research?
Existing questions.
What type of interactions were analyzed to understand the influence of parents' math utility values on intervention effects?
Cross-level interactions
At the posttest, did parents' utility values consistently moderate the effects of intervention conditions on student outcomes?
No
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
What kind of effects were created by the text condition in relation to parents' utility values?
Robin Hood effects
What type of values did the quotations condition promote regardless of parents' utility values?
Students' utility and attainment values
What is the coding for migration background in this study?
0 = no migration background, 1 = migration background
What is the significance level denoted by 'p ⬍.001' in the correlations presented?
p <.001
What is the range of values used for coding students' gender in this study?
Student gender (male = 1)
What type of correlations were presented at Time 2 and Time 3?
Bivariate correlations
What was the focus of the analysis in the study with respect to the person filling out the questionnaire?
Results from the multilevel models
What is likely to drive the effect on student motivation according to the text?
Motivational family resources
What did the magnitude of the interaction effects found in the study range from?
 ⫽.07 to  ⫽.14
Why is the effect size of the interaction most likely underestimated according to the text?
Not controlling for measurement error in the predictor variables
What is common to find lower effect sizes of in natural settings compared with laboratory interventions?
Interventions
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
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.
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.
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.
What type of values did the quotations condition promote regardless of parents' utility values?
The quotations condition promoted higher math utility values.
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.
What factor was found to moderate the intervention effects on students' utility, attainment, and intrinsic value beliefs?
Family Interest (FI)
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.
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.
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.
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.
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.
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.
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.
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.
Which intervention condition showed significant interaction effects for parents' utility values?
Text condition.
What are two central motivational family resources mentioned in the text?
Family Interest (FI) and parents’ utility value beliefs
According to previous research, what happens to students' motivational beliefs in mathematics during secondary school?
Motivational beliefs in mathematics decrease
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
Why are students' motivational beliefs in mathematics considered important?
They are important predictors of students' academic effort, achievement, and choices
What is the focus of interventions targeting students’ relevance beliefs?
To counteract the decrease in students' motivational beliefs in mathematics during secondary school
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
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.
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.
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.
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.
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.
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.
What theoretical background is the approach based on that addresses subject-specific motivational beliefs like utility value?
EVT (Expectancy-Value Theory)
What type of values are more extrinsic in nature compared to intrinsic and attainment value?
Utility value
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
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.
What specific subject areas were mentioned where interventions promoting utility value beliefs were successful?
Psychology, mathematics, and science
How can utility value beliefs be enhanced through interventions?
By highlighting the relevance of a subject for possible future careers, occupations, and everyday life
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.
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.
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.
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.
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.
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.
What was the impact of the motivational intervention in math classrooms on students' motivation in verbal domains?
negative effects
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
What was the effect of higher differentiation in value beliefs about math in terms of gender differences?
more value
What were the side effects of the motivational intervention in math classrooms on students' motivation in verbal domains?
negative effects
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
What was the focus of the study by Ganzeboom and Treiman (2003) in terms of occupational status?
comparative research
This quiz explores the differential effects of relevance interventions on students' motivational beliefs based on parent-reported family resources. The study investigates the impact of these interventions 6 weeks and 5 months later.
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