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EFFECTS OF DIRECT ACADEMIC MOTIVATION- ENHANCING INTERVENTION PROGRAMS: A META-ANALYSIS

Vol XII, No. 1, 2012 Comments (0)

Edith WAGNER* & Stefan SZAMOSKÖZI
Babes-Bolyai University, Cluj-Napoca, Romania

Abstract
A meta-analysis was conducted to determine the effectiveness of direct  academic motivation enhancement interventions (interventions with  students as the primary beneficiaries). Seventeen studies were included, the  total sample size being 3720 (91.85% of the participants in the studies were  university/college students). The overall weighted effect size (Cohen’s d)  for all studies was 0.33 (95% confidence interval = [0.26, 0.40]), a  significant, but small to moderate effect. Interventions were coded as  achievement motivation training program or attributional retraining.  Analyses based on these subgroups suggested that intervention type played  a moderating role, with achievement motivation training programs  producing larger effects. The examination of outcome variables as  moderators did not reveal significant variations in effect size, although the  effects were largest for motivation measures.

Keywords: academic motivation, meta-analysis, intervention program

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