H
Hanna Gaspard
Researcher at University of Tübingen
Publications - 43
Citations - 1554
Hanna Gaspard is an academic researcher from University of Tübingen. The author has contributed to research in topics: Psychological intervention & Value (mathematics). The author has an hindex of 12, co-authored 36 publications receiving 976 citations. Previous affiliations of Hanna Gaspard include Technical University of Dortmund.
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Journal ArticleDOI
Fostering Adolescents' Value Beliefs for Mathematics with a Relevance Intervention in the Classroom.
Hanna Gaspard,Anna-Lena Dicke,Barbara Flunger,Brigitte Maria Brisson,Isabelle Häfner,Benjamin Nagengast,Ulrich Trautwein +6 more
TL;DR: A cluster randomized controlled study was conducted to test whether ninth-grade students' value beliefs for mathematics could be fostered with relevance interventions in the classroom, and evidence for stronger effects for females than for males was found.
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More value through greater differentiation: Gender differences in value beliefs about math.
Hanna Gaspard,Anna-Lena Dicke,Barbara Flunger,Brigitte Maria Schreier,Isabelle Häfner,Ulrich Trautwein,Benjamin Nagengast +6 more
TL;DR: In this article, the authors examined if subfacets of the four value components could be established empirically and if gender differences could be found on these facets and found that there were considerable differences in mean levels favoring boys on some but not all value facets.
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Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes.
Jiesi Guo,Benjamin Nagengast,Herbert W. Marsh,Herbert W. Marsh,Herbert W. Marsh,Augustin Kelava,Hanna Gaspard,Holger Brandt,Jenna Cambria,Barbara Flunger,Anna-Lena Dicke,Isabelle Häfner,Brigitte Maria Brisson,Ulrich Trautwein +13 more
TL;DR: The authors examined the contribution of self-concept and task values on educational outcomes using the latent moderated structural equation approach to predict achievement, self-reported effort and teacher-rated behavioral engagement in mathematics.
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An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement
TL;DR: In this article, the authors investigated the potential benefits of an expectancy-value-cost approach for predicting outcomes related to adolescent students' academic motivation and achievement in math, and they found that cost could successfully explain additional variance in multiple different variables related to academic motivation, beyond what could be predicted by expectancy and value.
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Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject.
TL;DR: For instance, this paper evaluated an instrument for assessing multiple value dimensions across grade level and academic subjects and tested for differences between grade levels in these subjects, finding that students in higher grades showed lower means on positive value facets and higher means on cost facets.