[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589843-105":3,"doc-detail-589843-en":80,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","side-effects-of-motivational-interventions-effects-of-an-intervention-in-math-classrooms-on-motivation-in-verbal-domains","Side Effects of Motivational Interventions - Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains","","AERA Open article examines whether classroom motivational interventions targeting STEM can create unintended side effects in non-target domains. Using data from a cluster-randomized study with 82 ninth-grade math classrooms, the study tests a value intervention’s effects on value, self-concept, and effort six weeks and five months after implementation. Results show negative effects on value for German but not for English, followed by theoretical and educational implications.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/side-effects-of-motivational-interventions-effects-of-an-intervention-in-math-classrooms-on-motivation-in-verbal-domains/589843/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/side-effects-of-motivational-interventions-effects-of-an-intervention-in-math-classrooms-on-motivation-in-verbal-domains/589843.png","ImageObject",300,407,{"name":42,"@type":43},"Cart","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the study investigate about motivational interventions in STEM contexts?","Question",{"text":62,"@type":63},"It investigates whether interventions that foster students’ STEM motivation can produce negative side effects on motivation in non-target subjects.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the value intervention implemented and evaluated?",{"text":67,"@type":63},"The study used data from a cluster-randomized design with 82 ninth-grade math classrooms and assessed outcomes 6 weeks and 5 months after the intervention.",{"name":69,"@type":60,"acceptedAnswer":70},"What side effects were found regarding students’ value in different languages?",{"text":71,"@type":63},"Negative effects on value were found for German at the 5-month point, while no such effects were found for English.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},589843,1792230624,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",8,"AERA Open  \nApril-June 2016, Vol. 2, No. 2, pp. 1–14 DOI: 10. 1177/2332858416649168 © The Author(s) 2016. [http://ero.sagepub.com](http://ero.sagepub.com)  \nSide Effects of Motivational Interventions? Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains  \nHanna Gaspard  \nHector Research Institute of Education Sciences and Psychology, University of Tübingen  \nAnna-Lena Dicke  \nUniversity of California, Irvine  \nBarbara Flunger  \nIsabelle Häfner  \nBrigitte M. Brisson  \nUlrich Trautwein  \nBenjamin Nagengast  \nHector Research Institute of Education Sciences and Psychology, University of Tübingen  \nOne way to address the leaking pipeline toward STEM-related careers (i.e., science, technology, engineering, and mathematics) is to intervene on students’ STEM motivation in school. However, a neglected question in intervention research is how such interventions affect motivation in subjects not targeted by the intervention. This question was addressed through data from a cluster-randomized study in which a value intervention was successfully implemented in 82 ninth-grade math classrooms. Side effects on value, self-concept, and effort in German as students’ native language and English as a foreign language were assessed 6 weeks and 5 months after the intervention. Negative effects on value for German, but not for English, were found 5 months after the intervention. The theoretical and educational implications of such effects are discussed.  \nKeywords: expectancy-value theory, dimensional comparisons, motivational intervention, self-concept, value  \nIn many Western countries, concerns have been raised about a lack of young people choosing careers in science, technology, engineering, and mathematics (STEM; e.g., National Science Board, 2007). Important precursors of career choices are high school students’ motivational beliefs about their expectancies and values for different subjects (Eccles et al., 1983; for a review, see Wang & Degol, 2013) . One possible way to address the leaking pipeline toward STEM careers atan early stage is thus to foster motivation for related subjects, such as math, in high school. Researchers have recently developed a number of successful motivational interventions in STEM (for an overview, see Karabenick & Urdan, 2014) . Some of these draw on expectancy-value theory (Eccles et al., 1983) and aim at helping students understand the value of STEM courses. Previous studies have shown that value interventions can be effective in promoting motivation and performance in STEM courses as well as STEM course choices (Harackiewicz, Rozek, Hulleman, & Hyde, 2012; Hulleman, Godes, Hendricks, & Harackiewicz, 2010; Hulleman & Harackiewicz, 2009) .  \nHowever, intervening on student motivation in the classroom means intervening in a complex system, which might bring side effects with it. While implementation science calls for regularly assessing side effects of interventions (see Moher, Schulz, & Altman, 2001), intervention research in the area of motivation has so far neglected potential side effects. Particularly, previous intervention studies in STEM did not examine potential effects on motivation in nonSTEM areas. Students’ expectancies and values are highly domain specific (Bong, 2001) . Students tend to see themselves as either mathematically or verbally oriented, irrespective of whether their achievement in these domains differs substantially (Marsh & Hau, 2004) . Academic choices, in turn, are influenced by intraindividual hierarchies in motivational beliefs: The probability that a student intends to pursue a career in STEM increases not only with his or her motivation in STEM becoming higher but also with his or her motivation in other domains becoming lower (Chow, Eccles, & Salmela-Aro, 2012; Eccles, 2009; Parker et al., 2012) . What happens to these motivational patterns  \nCreative Commons CC-BY: This article is distributed under the terms of the Creative Commons Attribution 3.0 License  \n(","cbCaiuEiKYLQpasH","https://ap.wps.com/l/cbCaiuEiKYLQpasH","pdf",448591,14,"English","# Side Effects of Motivational Interventions?\n## Intervention Effects and Assessment Timeline\n## Motivation Beliefs and Domain Specificity\n## Expectancy-Value Theory and Task Value Components\n## Dimensional Comparisons and Theoretical Assumptions","[{\"question\":\"What does the study investigate about motivational interventions in STEM contexts?\",\"answer\":\"It investigates whether interventions that foster students’ STEM motivation can produce negative side effects on motivation in non-target subjects.\"},{\"question\":\"How was the value intervention implemented and evaluated?\",\"answer\":\"The study used data from a cluster-randomized design with 82 ninth-grade math classrooms and assessed outcomes 6 weeks and 5 months after the intervention.\"},{\"question\":\"What side effects were found regarding students’ value in different languages?\",\"answer\":\"Negative effects on value were found for German at the 5-month point, while no such effects were found for English.\"}]","Side Effects of Motivational Interventions - Effects of an Intervention in Math Classrooms on Motivation in Verbal Domains | PDF",1792068241,35,{"code":4,"msg":81,"data":99},[100,104,108,112,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":113,"slug":145},19,"General","general"]