Isabelle Häfner

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.

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.

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.

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.

TL;DR: The authors 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.