Publikationen

Zeitschriftenbeiträge
In Druck

Flunger, B., Gaspard, H., Häfner, I., Brisson, B., Parrisius, C., Nagengast, B., & Trautwein, U. (in press). Relevance interventions in the classroom: A means to promote students’ homework motivation and behavior. AERA Open.

2021

Parrisius, C., Gaspard, H., Zitzmann, S., Trautwein, U., & Nagengast, B. (2021). The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations. Journal of Educational Psychology, Advance online publication. https://doi.org/10.1037/edu0000680

Parrisius, C., Gaspard, H., Flunger, B., Trautwein, U., & Nagengast, B. (2021). Gleiche Wirkung in jedem Klassenzimmer? Moderationseffekte durch motivationale Unterrichtspraktiken am Beispiel einer Nützlichkeitsintervention im Mathematikunterricht und damit einhergehende Herausforderungen. In: R. Lazarides & D. Raufelder (Hrsg.), Motivation in unterrichtlichen Lehr-Lernkontexten (S. 361-395). Springer VS.

Gaspard, H., & Lauermann, F. (2021). Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement. Learning and Instruction, 75, Article 101494. https://doi.org/10.1016/j.learninstruc.2021.101494

Gaspard, H., Parrisius, C., Piesch, H., Kleinhansl, M., Wille, E., Nagengast, B., Trautwein, U., & Hulleman, C. S. (2021). The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms. Journal of Educational Psychology, Advance online publication. https://doi.org/10.1037/edu0000663

2020

Piesch, H., Gaspard, H., Parrisius, C., Wille, E., & Nagengast, B. (2020). How can a relevance intervention in math support students’ career choices? Journal of Applied Developmental Psychology, 71, Article 101185. https://doi.org/10.1016/j.appdev.2020.101185

Parrisius, C., Gaspard, H., Trautwein, U., & Nagengast, B. (2020). The transmission of values from math teachers to their  ninth-grade students: Different mechanisms for different value dimensions? Contemporary Educational Psychology, 62, Article 101891. https://doi.org/10.1016/j.cedpsych.2020.101891

Brisson, B. M., Hulleman, C. S., Häfner, I., Gaspard, H., Flunger, B., Dicke, A.-L., Trautwein, U., & Nagengast, B. (2020). Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention. Zeitschrift für Erziehungswissenschaft, 23(1), 121-144. https://doi.org/10.1007/s11618-019-00922-z

2018

Häfner, I., Flunger, B., Dicke, A.-L., Gaspard, H., Brisson, B. M., Nagengast, B., & Trautwein, U. (2018). The role of family characteristics for students’ academic outcomes: A person-centered approach. Child Development, 89(4), 1405-1422. https://doi.org/10.1111/cdev.12809

Nagengast, B., Brisson, B. M., Hulleman, C. S., Gaspard, H., Häfner, I., & Trautwein, U. (2018). Learning more from educational interventions studies: Estimating complier average causal effects in a relevance intervention. Journal of Experimental Education, 86(1), 105-123. https://doi.org/10.1080/00220973.2017.1289359

2017

Brisson, B. M., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B., & Trautwein, U. (2017). Short intervention, sustained effects: Promoting students’ competence beliefs, effort, and achievement in mathematics. American Educational Research Journal, 54(6), 1048-1078. https://doi.org/10.3102/0002831217716084

Häfner, I., Flunger, B., Dicke, A.-L., Gaspard, H., Brisson, B. M., Nagengast, B. & Trautwein, U. (2017). Robin Hood effects on motivation in math: Family background moderates the effects of relevance interventions. Developmental Psychology, 53, 1522-1539. https://doi.org/10.1037/dev0000337

Häfner, I., Flunger, B., Dicke, A.-L., Gaspard, H., Brisson, B. M., Nagengast, B. & Trautwein, U. (2017). The role of family characteristics for students’ academic outcomes: A person-centered approach. Child Development. Online advance publication. https://doi.org/10.1111/cdev.12809

2016

Gaspard, H., Dicke, A.-L., Flunger, B., Häfner, I., Brisson, B. M., Trautwein, U., & Nagengast, B. (2016). Side effects of motivational interventions? Effects of an intervention in math classrooms on motivation in verbal domains. AERA Open, 2(2), 1–14. https://doi.org/10.1177/2332858416649168.

Guo, J., Nagengast, B., Marsh, H. W., Kelava, A., Gaspard, H., Brandt, H., Cambria, J., Flunger, B., Dicke, A.-L., Häfner, I., Brisson, B. M., & Trautwein, U. (2016). Probing the unique contributions of self-concept, task values and their interactions using multiple value facets and multiple academic outcomes. AERA Open, 2(1), 1-20. https://doi.org/10.1177/2332858415626884.

2015

Gaspard, H., Dicke, A.-L., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51, 1226-1240. https://doi.org/10.1037/dev0000028

Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107, 663-677. https://doi.org/10.1037/edu0000003

2014

Schreier, B. M., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Lüdtke, O., Nagengast, B. & Trautwein, U. (2014). Der Wert von Mathematik im Klassenzimmer: Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler. Zeitschrift für Erziehungswissenschaft, 17, 225-255. https://doi.org/10.1007/s11618-014-0537-y

Buchkapitel

Gaspard, H., Parrisius, C., Nagengast, B., & Trautwein, U. (2019). Förderung von Wertüberzeugungen durch Nützlichkeitsinterventionen. In H. Gaspard, U. Trautwein, & M. Hasselhorn (Hrsg.), Diagnostik und Förderung von Motivation und Volition (S. 161-175). Hogrefe.

Gaspard, H. (2016). Wie unterscheiden sich Mädchen und Jungen in ihren Wertüberzeugungen für Mathematik und wie können Wertüberzeugungen im Mathematikunterricht gezielt gefördert werden? In A. Blunck, R. Motzer & N. Oswald (Hrsg). Mathematik und Gender (S. 37-41). Franzbecker Verlag.

Nagengast, B., Trautwein, U., Warren, C., Bildstein, I., Gaspard, H. & Häfner, I. (2016). Motivationsförderung im Mathematikunterricht. In D. Smolka (Hrsg.) Schüler motivieren – Konzepte und Methoden für die Schulpraxis (S. 233-239). Wolters Kluwer.