The intervention does not change general motivation for mathematics measured by the SRQ-A¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Motivation for classroom mathematics (intrinsic, identified, introjected and external regulation) showed no significant between- or within-group change from pre- to post-test. → Jensen 2026

Evidence¶

Jensen 2026¶

Jensen, O. E., Damsgaard, L., Rohde, R. A., Nielsen, G., Fosnaes, O., Hauge, J., Wienecke, J. (2026). Integrating Fractions into Physical Education classes can improve Mathematical Performance in 11–13-Year-Olds - The Basketball Mathematics project. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10175-y

q3 · i? · causal · r2

SRQ-A scores for mathematics motivation, collected one week before and one week after the intervention in all groups, remained largely stable; the article reports no significant differences and no effect sizes, so equivalence was not tested.

"The linear mixed model analysis revealed no significant differences between or within groups from T1 to T2."

Discussion¶

Related Claims¶

• An 8-week basketball mathematics intervention improves fraction performance more than control conditions in 11–13-year-olds — related
• Psychological needs correlate more strongly with more self-determined motivation types, from intrinsic motivation down to near-zero with external regulation — related
• Need satisfaction and autonomy support did not predict external regulation, and introjected associations did not hold in the full model — related