Promoting students’ self-determined motivation in maths: Results of a 1-year classroom intervention

• Autores: Claudia C. Brandenberger, Gerda Hagenauer, Tina Hascher
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 33, Nº 2, 2018, págs. 295-317
• Idioma: inglés
• DOI: 10.1007/s10212-017-0336-y
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 2 Citas
• Resumen

  • Especially for students in lower achievement levels, there is a significant negative trend in academic self-determined motivation across childhood through adolescence and more so in maths than in any other school subject. To counteract this negative development, a multicomponent intervention study based on the main ideas of self-determination theory, students’ emotions in relation to maths, and the concept of self-regulation was developed and implemented in Swiss seventh-grade maths classes with basic demands. The study applied a quasi-experimental design comparing two experimental groups (combined student/teacher group: teachers and students participated in the intervention; student-only group: only students participated in the intervention) and a control group. Intervention effects were evaluated longitudinally (pre-post test) via self-reports of 348 students. Within-group results (t tests) showed no significant changes for students in the control group, a significant decrease in intrinsic and identified motivation for students in the student-only group, and a significant increase in intrinsic motivation and self-concept for students in the combined student/teacher group. Multivariate analyses of covariance controlling for pre-test variables as well as gender and migration background showed significant group effects. As the most positive effects were found for students in the student/teacher group, the results highlight the importance of co-constructed teaching and learning.

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