Hanna Gaspard
Biographic Data
| ID | 2748314 |
|---|---|
| NAME | Hanna Gaspard |
| GIVEN NAMES | Hanna |
| FAMILY NAME | Gaspard |
| SIGNATURE | GASPARD H |
| AFFILIATIONS | University of Tübingen |
| ORCID | 0000-0001-8830-8031 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Student perceptions of teacher messages about the value of science in the classroom
Aim Teachers are uniquely positioned to shape students’ motivational beliefs, yet research examining perceived classroom messages that explicitly convey the value of what students are learning remains scarce. Background Drawing on the situated expectancy value theory, we examined how student-perceived teacher messages about the value of science longitudinally related to adolescent students’ subjective task values, perceived costs, and expectation…
Bridging teacher motivation and instruction: Relevance of student-oriented goals for teaching alongside personal achievement goals and self-efficacy
BackgroundAchievement goals and self-efficacy are key components of teacher motivation and crucial for teaching quality and student outcomes, yet the processes explaining why they lead to specific teaching behaviours remain unclear. This study focuses on student-oriented goals as a potential process element and construct in its own right.AimsWe aim to uncover the associations of teachers' personal goals and self-efficacy beliefs with specific tea…
Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students
BackgroundSocial support is assumed to play a key role in motivation at university, particularly for disadvantaged students, such as first-generation and community college transfer students. However, longitudinal research investigating reciprocal associations between social support and motivation is lacking.AimsWe examined such associations between confidence in getting support from faculty and peers and students' expectancies and subjective task…
Networks and directed acyclic graphs: Initial steps to efficiently examine causal relations between expectancies, values, and prior achievement
Heterogenität in motivationalen Entwicklungsverläufen in Mathematik und Deutsch in Abhängigkeit von Schulform und Geschlecht
Die Motivationsforschung zeigt konsistent eine Abnahme der Motivation mit zunehmendem Alter sowie Geschlechterunterschiede in der Motivation für verschiedene Schulfächer. Weniger erforscht wurde bislang, wie solche Unterschiede mit der besuchten Schulform zusammenhängen. In dieser Studie wurde daher Heterogenität in Fähigkeitsselbstkonzept und Wertüberzeugungen in Mathematik und Deutsch in Abhängigkeit von Jahrgangsstufe, Geschlecht und Schulform…
The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations
In their situated expectancy-value theory, Eccles and Wigfield (2020) assume students' competence and value beliefs to be situation-specific and thereby to be "situative" in nature.Even though motivation research has gradually been developing an understanding of this situative nature, for instance, by disentangling time-consistent and fluctuating proportions of competence and value beliefs at the analytical level of the individual, most studies s…
Does Taekwondo improve children’s self-regulation? If so, how? A randomized field experiment
Emerging evidence suggests interventions can improve childhood self-regulation. One intervention approach that has shown promise is Taekwondo martial arts instruction, though little is known about its acceptability among stakeholders or its mechanisms of effect. We extend evidence on Taekwondo interventions in three ways: (a) testing the efficacy of a standard introductory course of Taekwondo, (b) assessing the acceptability of Taekwondo instruct…
Scaling up an extracurricular science intervention for elementary school students: It works, and girls benefit more from it than boys
The promotion of an adequate understanding of science is a central goal of science education, even in elementary school. In this study, we analyzed the effects of a recently developed science intervention program aimed at fostering the understanding of science as well as the motivation of elementary school–aged boys and girls. In prior research, this 10-lesson science course was evaluated with efficacy and effectiveness studies, both of which att…
The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms
Relevance interventions have shown a great potential to foster motivation and achievement (Lazowski & Hulleman, 2016). Yet, further research is warranted to test how such interventions can be successfully implemented in practice. We conducted a cluster-randomized trial in ninth-grade math classrooms to test the effectiveness of a relevance intervention, which was shown to be efficacious when implemented by researchers, for fostering motivation an…
Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention
Why do some students benefit from interventions and others do not? By investigating the antecedents and effects of students’ responsiveness to a classroom-based motivation intervention, the current study aims to shed light on the intervention processes that make educational interventions in real-life settings work. Using data from a cluster-randomized controlled experiment with 1916 ninth-grade students, students’ responsiveness to two written in…
The Conscientiousness × Interest Compensation (Conic) model: Generalizability across domains, outcomes, and predictors
Conscientiousness and interest are well-known predictors of academic effort and achievement. As hypothesized by the Conscientiousness × Interest Compensation (CONIC) model, conscientiousness and interest can (partly) compensate for each other, leading to (comparatively) high effort if either conscientiousness or interest is high. The present research (a) provides a test of this prediction across four school subjects, (b) examines whether the comp…
Cross-Domain Trajectories of Students’ Ability Self-Concepts and Intrinsic Values in Math and Language Arts
Different cross-domain trajectories in the development of students’ ability self-concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross-sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a Moderate Math Decline/Stable High Language Arts class and a Moderate Math Decline/Strong Language Arts Decline class for students’ ASC trajectories. Students’ intrinsic …
Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support
An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement
Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject
Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions
Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students' value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2 intervention conditions or a control group. Data from 1,916 students (M age = 14.62, SD age = 0.47) and t…
Short Intervention, Sustained Effects: Promoting Students’ Math Competence Beliefs, Effort, and Achievement
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 two intervention conditions on students' competence beliefs (self-concept, homework self-efficacy), t…
More value through greater differentiation: Gender differences in value beliefs about math.
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 inconsistencies in research findings on gender differences in math values that might partially be due to d…
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom
Interventions targeting students' perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classroom setting. A cluster randomized controlled study was conducted to test whether ninth-grade students…
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom
Interventions targeting students' perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classroom setting. A cluster randomized controlled study was conducted to test whether ninth-grade students…
Short Intervention, Sustained Effects: Promoting Students’ Math Competence Beliefs, Effort, and Achievement
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 two intervention conditions on students' competence beliefs (self-concept, homework self-efficacy), t…
Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students
BackgroundSocial support is assumed to play a key role in motivation at university, particularly for disadvantaged students, such as first-generation and community college transfer students. However, longitudinal research investigating reciprocal associations between social support and motivation is lacking.AimsWe examined such associations between confidence in getting support from faculty and peers and students' expectancies and subjective task…
Bridging teacher motivation and instruction: Relevance of student-oriented goals for teaching alongside personal achievement goals and self-efficacy
BackgroundAchievement goals and self-efficacy are key components of teacher motivation and crucial for teaching quality and student outcomes, yet the processes explaining why they lead to specific teaching behaviours remain unclear. This study focuses on student-oriented goals as a potential process element and construct in its own right.AimsWe aim to uncover the associations of teachers' personal goals and self-efficacy beliefs with specific tea…
Does Taekwondo improve children’s self-regulation? If so, how? A randomized field experiment
Emerging evidence suggests interventions can improve childhood self-regulation. One intervention approach that has shown promise is Taekwondo martial arts instruction, though little is known about its acceptability among stakeholders or its mechanisms of effect. We extend evidence on Taekwondo interventions in three ways: (a) testing the efficacy of a standard introductory course of Taekwondo, (b) assessing the acceptability of Taekwondo instruct…
Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions
Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students' value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2 intervention conditions or a control group. Data from 1,916 students (M age = 14.62, SD age = 0.47) and t…
More value through greater differentiation: Gender differences in value beliefs about math.
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 inconsistencies in research findings on gender differences in math values that might partially be due to d…
Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom
Interventions targeting students' perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classroom setting. A cluster randomized controlled study was conducted to test whether ninth-grade students…
Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject
Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions
Using a cluster randomized field trial, the present study tested whether 2 relevance interventions affected students' value beliefs, self-concept, and effort in math differently depending on family background (socioeconomic status, family interest (FI), and parental utility value). Eighty-two classrooms were randomly assigned to either 1 of 2 intervention conditions or a control group. Data from 1,916 students (M age = 14.62, SD age = 0.47) and t…
Short Intervention, Sustained Effects: Promoting Students’ Math Competence Beliefs, Effort, and Achievement
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 two intervention conditions on students' competence beliefs (self-concept, homework self-efficacy), t…
An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement
Dynamics of classroom motivation: Teacher enthusiasm and the development of math interest and teacher support
Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention
Why do some students benefit from interventions and others do not? By investigating the antecedents and effects of students’ responsiveness to a classroom-based motivation intervention, the current study aims to shed light on the intervention processes that make educational interventions in real-life settings work. Using data from a cluster-randomized controlled experiment with 1916 ninth-grade students, students’ responsiveness to two written in…
The Conscientiousness × Interest Compensation (Conic) model: Generalizability across domains, outcomes, and predictors
Conscientiousness and interest are well-known predictors of academic effort and achievement. As hypothesized by the Conscientiousness × Interest Compensation (CONIC) model, conscientiousness and interest can (partly) compensate for each other, leading to (comparatively) high effort if either conscientiousness or interest is high. The present research (a) provides a test of this prediction across four school subjects, (b) examines whether the comp…
Cross-Domain Trajectories of Students’ Ability Self-Concepts and Intrinsic Values in Math and Language Arts
Different cross-domain trajectories in the development of students’ ability self-concepts (ASCs) and their intrinsic valuing of math and language arts were examined in a cross-sequential study spanning Grades 1 through 12 (n = 1,069). Growth mixture modeling analyses identified a Moderate Math Decline/Stable High Language Arts class and a Moderate Math Decline/Strong Language Arts Decline class for students’ ASC trajectories. Students’ intrinsic …
Scaling up an extracurricular science intervention for elementary school students: It works, and girls benefit more from it than boys
The promotion of an adequate understanding of science is a central goal of science education, even in elementary school. In this study, we analyzed the effects of a recently developed science intervention program aimed at fostering the understanding of science as well as the motivation of elementary school–aged boys and girls. In prior research, this 10-lesson science course was evaluated with efficacy and effectiveness studies, both of which att…
The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms
Relevance interventions have shown a great potential to foster motivation and achievement (Lazowski & Hulleman, 2016). Yet, further research is warranted to test how such interventions can be successfully implemented in practice. We conducted a cluster-randomized trial in ninth-grade math classrooms to test the effectiveness of a relevance intervention, which was shown to be efficacious when implemented by researchers, for fostering motivation an…
Heterogenität in motivationalen Entwicklungsverläufen in Mathematik und Deutsch in Abhängigkeit von Schulform und Geschlecht
Die Motivationsforschung zeigt konsistent eine Abnahme der Motivation mit zunehmendem Alter sowie Geschlechterunterschiede in der Motivation für verschiedene Schulfächer. Weniger erforscht wurde bislang, wie solche Unterschiede mit der besuchten Schulform zusammenhängen. In dieser Studie wurde daher Heterogenität in Fähigkeitsselbstkonzept und Wertüberzeugungen in Mathematik und Deutsch in Abhängigkeit von Jahrgangsstufe, Geschlecht und Schulform…
The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations
In their situated expectancy-value theory, Eccles and Wigfield (2020) assume students' competence and value beliefs to be situation-specific and thereby to be "situative" in nature.Even though motivation research has gradually been developing an understanding of this situative nature, for instance, by disentangling time-consistent and fluctuating proportions of competence and value beliefs at the analytical level of the individual, most studies s…
Does Taekwondo improve children’s self-regulation? If so, how? A randomized field experiment
Emerging evidence suggests interventions can improve childhood self-regulation. One intervention approach that has shown promise is Taekwondo martial arts instruction, though little is known about its acceptability among stakeholders or its mechanisms of effect. We extend evidence on Taekwondo interventions in three ways: (a) testing the efficacy of a standard introductory course of Taekwondo, (b) assessing the acceptability of Taekwondo instruct…
Networks and directed acyclic graphs: Initial steps to efficiently examine causal relations between expectancies, values, and prior achievement
Bridging teacher motivation and instruction: Relevance of student-oriented goals for teaching alongside personal achievement goals and self-efficacy
BackgroundAchievement goals and self-efficacy are key components of teacher motivation and crucial for teaching quality and student outcomes, yet the processes explaining why they lead to specific teaching behaviours remain unclear. This study focuses on student-oriented goals as a potential process element and construct in its own right.AimsWe aim to uncover the associations of teachers' personal goals and self-efficacy beliefs with specific tea…
Reciprocal associations between confidence in getting social support and academic expectancies and subjective task values: Stronger for first-generation and transfer students
BackgroundSocial support is assumed to play a key role in motivation at university, particularly for disadvantaged students, such as first-generation and community college transfer students. However, longitudinal research investigating reciprocal associations between social support and motivation is lacking.AimsWe examined such associations between confidence in getting support from faculty and peers and students' expectancies and subjective task…
Student perceptions of teacher messages about the value of science in the classroom
Aim Teachers are uniquely positioned to shape students’ motivational beliefs, yet research examining perceived classroom messages that explicitly convey the value of what students are learning remains scarce. Background Drawing on the situated expectancy value theory, we examined how student-perceived teacher messages about the value of science longitudinally related to adolescent students’ subjective task values, perceived costs, and expectation…
Psychology (17 works) · Education, Achievement, and Giftedness (15 works) · Motivation and Self-Concept in Sports (12 works) · Mathematics education (11 works) · Social Psychology (11 works) · Developmental psychology (10 works) · Statistics (7 works) · Psychological intervention (6 works) · Mathematics (5 works) · Expectancy theory (4 works)