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Direct linkHäfner, Isabelle; Flunger, Barbara; Dicke, Anna-Lena; Gaspard, Hanna; Brisson, Brigitte M.; Nagengast, Benjamin; Trautwein, Ulrich – Child Development, 2018
Using data from 1,571 ninth-grade students (M[subscript age] = 14.62) from 82 academic track schools in Germany and their predominantly Caucasian middle-class parents, configurations of different family characteristics reported by parents were investigated. Latent profile analyses considering academic involvement, family interest, parents'…
Descriptors: Family Characteristics, Outcomes of Education, Grade 9, Foreign Countries
Gaspard, Hanna; Dicke, Anna-Lena; Flunger, Barbara; Schreier, Brigitte; Häfner, Isabelle; Trautwein, Ulrich; Nagengast, Benjamin – Journal of Educational Psychology, 2015
Expectancy-value theory (Eccles et al., 1983) is a prominent approach to explaining gender differences in math-related academic choices, with value beliefs acting as an important explanatory factor. Expectancy-value theory defines 4 value components: intrinsic value, attainment value, utility value, and cost. The present study followed up on…
Descriptors: Gender Differences, Mathematics, Beliefs, Grade 9
Brisson, Brigitte Maria; Dicke, Anna-Lena; Gaspard, Hanna; Häfner, Isabelle; Flunger, Barbara; Nagengast, Benjamin; Trautwein, Ulrich – American Educational Research Journal, 2017
The present study investigated the effectiveness of two short relevance interventions (writing a text or evaluating quotations about the utility of mathematics) using a sample of 1,916 students in 82 math classrooms in a cluster randomized controlled experiment. Short-term and sustained effects (6 weeks and 5 months after the intervention) of the…
Descriptors: Program Effectiveness, Intervention, Mathematics Instruction, Randomized Controlled Trials
