Bettina Röder, Matthias Jerusalem:
Implementationsgrad und Wirkungen eines Programms zur Förderung von Selbstwirksamkeit zweier Gymnasien
Degree of Implementation and Effects of a Program Fostering Self-Efficacy

2007, 30-46

Summary: The present contribution analyzes the effects of a school-related intervention program aiming at fostering self-efficacy, depending on its degree of implementation. To fostering students self-efficacy trained teachers used transparency papers before tests in class. Transparency papers explain demands, assessment criteria and preparation options to master tests at school. They are to inform pupils about specific and attainable immediate objects, and by this to strengthen self-efficacy beliefs and to reduce test anxiety. The frequency of usage of transparency papers by trained teachers was used as an implementation indicator. The frequency of using this strategy assessed over a period of one school-year in 12 classes (grades 7 and 8) turned out to vary over classes. Results of HLM-analyses demonstrate that with higher numbers of transparency use pupils perceived more positive changes in learning environment and higher self-efficacy beliefs. No effects, however, were found for test anxiety. The results underline the importance of assessing the implementation degree for the evaluation of school intervention measures that have to be performed by trained teachers.

Keywords: Self-efficacy, test-anxiety, implementation

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