We search for the effects of 8 different (uncontrolled) interventions (1intervention per school) on the sub-concepts of learner’s (4th to 8th grade)motivation, self-regulation, and ICT competency data over the past threeyears. Data marking for intervention (yes/no), ICT competence of teachersand the presence of specially trained teachers are added to the formulas.Assessment of ICT competency in 3rd grade can be used as prior. Smoothsillustrate if the (motivation or self-regulation) concepts grow over timegrouped by intervention, school or grade. Grades are nested within schoolsand data is grouped by student. Are we missing anything

Ackermans, K.

Camp, G.

Kral, Marijke

van Loon, Anne Marieke

English

Open University of the Netherlands Research Portal

Open Universiteit www.ou.nl Searching for the effect of multiple uncontrolledinterventions in BRMSCitation for published version (APA):Ackermans, K., Camp, G., van Loon, A. M., & Kral, M. (2022). Searching for the effect of multiple uncontrolledinterventions in BRMS. 37. Poster session presented at 13th International Multilevel Conference, Utrecht,Netherlands. https://surfdrive.surf.nl/files/index.php/s/JpyS0ZtQg7yhV2VDocument status and date:Published: 12/04/2022Document Version:Other versionPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 02 Jul. 2022AbstractWe search for the effects of 8 different (uncontrolled) interventions (1 intervention per school) on the sub-concepts of learner’s (4th to 8th grade) motivation, self-regulation, and ICT competency data over the past three years. Data marking for intervention (yes/no), ICT competence of teachers and the presence of specially trained teachers are added to the formulas. Assessment of ICT competency in 3rd grade can be used as prior. Smooths illustrate if the (motivation or self-regulation) concept grows over time grouped by intervention, school or grade. Grades are nested within schools and data is grouped by student. Are we missing anything?Variables and modelResultsHypothesis 1: The experimental condition has a practically significant effect on the concepts of self-regulation or motivation.The experimental condition has a high probability of directional effect (>90%) for three concepts; Value/Usefulness (96%), Perceived Competence (93%), and Monitoring (94%). The existence of this directional effect is not significant when tested using Bayes Factor for Value/Usefulness (.091), Perceived Competence (.058), or Monitoring (.107).Tests for Practical Equivalence displayed in table 3 display the results for this hypothesis (on the 1st horizontal row) “Experimental”. The distribution of the effect of the experimental condition overlaps with the rope of all self-regulatory andmotivational concepts. This means there is no practically significant effect of the experimental condition on self-regulation of motivational concepts. The most positive results show partial overlap of the HDI with the ROPE for Value/Usefulness (44%), Perceived Competence (52%), and Monitoring (33%).Which other variables have a practically significant effect on the development of Interest/Enjoyment (H1h). Interest/Enjoyment has an absolute probability of directional effect (100%) from four concepts; Planning, Evaluation, Perceived Competence Value/Usefulness and  Perceived Choice. These concepts are significant when tested using Bayes Factor. Moderate evidence is found for Planning (5.3), Evaluation (7.6). Extreme evidence is found for Perceived Competence (>1000), Value/Usefulness, (>1000) and  Perceived Choice  (>1000). Table 3 displays the results for this hypothesis (on 1st vertical row) “Interest/Enjoyment”. Table 3 shows the concepts Perceived Competence, Value Usefulness and Perceived Choice have a positive practically significant positive effect on the development of “Interest/Enjoyment”. CFA and R2Searching for the effect of multiple uncontrolled interventions inBRMSAckermans, Kevin1*, Camp, Gino1, Anne-Marieke van Loon2, Marijke Kral2.1 The Open University of the Netherlands, the Netherlands2 HAN University of Applied Sciences, the NetherlandsMotivation self-regulationInterestEnjoymentPerceivedCompetenceValueUsefulnessPerceived ChoiceDeclarativeKnowledgeConditionalKnowledgeProceduralKnowledge Planning MonitoringInformationManagement Evaluationrope range'-0.09 /0.09'-0.08 / 0.08'-0.08 /0.08'-0.06 /0.06'-0.08/ 0.08'-0.08/ 0.08'-0.11/ 0.11'-0.11 /0.11'-0.09 / 0.09'-0.09/ 0.09'-0.13/ 0.13% of 89% HDI Inside ROPEExperimental 99% 52% 44% 88% 87% 87% 80% 75% 33% 55% 87%Interest Enjoyment 0% 0% 0% 54% 100% 97% 4% 59% 22% 0%Perceived Competence 0% 68% 100% 0% 22% 97% 100% 94% 100% 100%Value Usefulness 0% 33% 95% 37% 71% 100% 100% 55% 100% 100%Perceived Choice 0% 100% 92% 55% 100% 94% 97% 100% 100% 100%Declarative Knowledge 96% 0% 19% 46% 0% 0% 12% 100% 50% 29%Conditional Knowledge 100% 68% 78% 100% 0% 33% 84% 94% 100% 5%Procedural Knowledge 100% 100% 100% 100% 59% 79% 100% 100% 93% 100%Planning 100% 100% 100% 100% 92% 100% 100% 74% 30% 34%Monitoring 100% 100% 100% 100% 100% 97% 73% 28% 2.5% 0%Information Management 97% 100% 100% 100% 88% 100% 55% 4% 4% 83%Evaluation 100% 100% 100% 100% 100% 69% 100% 44% 0% 100%ICT literacy instrumental 55% 43% 54% 6.4% 50% 0% 35% 18% 11% 8% 52%ICT literacy media 90% 82% 94% 29% 74% 0% 46% 53% 62% 21% 91%Learner directed 50% 51% 4% 58% 56% 19% 25% 50% 39% 0% 56%self-regulation 83% 62% 70% 40% 70% 63% 53% 74% 18% 50% 77%competency 57% 55% 48% 52% 21% 52% 41% 15% 8% 15% 59%didactic lesson 44% 22% 49% 5% 33% 43% 16% 32% 39% 33% 42%didactic dif. Basic 90% 55% 75% 45% 72% 80% 44% 42% 35% 71% 31%didactic. Advanced 67% 65% 24% 50% 47% 62% 38% 57% 54% 26% 26%Collaborative 100% 100% 100% 89% 100% 100% 100% 100% 100% 100% 100%Creative 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%Effective 100% 100% 100% 100% 68% 100% 100% 100% 100% 100% 56%Movel 48% 37% 10% 31% 69% 54% 48% 54% 67% 64% 73%

Searching for the effect of multiple uncontrolled interventions in BRMS

Open Universiteit www.ou.nl Searching for the effect of multiple uncontrolledinterventions in BRMSCitation for published version (APA):Ackermans, K., Camp, G., van Loon, A. M., & Kral, M. (2022). Searching for the effect of multiple uncontrolledinterventions in BRMS. 37. Poster session presented at 13th International Multilevel Conference, Utrecht,Netherlands. https://surfdrive.surf.nl/files/index.php/s/JpyS0ZtQg7yhV2VDocument status and date:Published: 12/04/2022Document Version:Other versionPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 28 Oct. 2023AbstractWe search for the effects of 8 different (uncontrolled) interventions (1 intervention per school) on the sub-concepts of learner’s (4th to 8th grade) motivation, self-regulation, and ICT competency data over the past three years. Data marking for intervention (yes/no), ICT competence of teachers and the presence of specially trained teachers are added to the formulas. Assessment of ICT competency in 3rd grade can be used as prior. Smooths illustrate if the (motivation or self-regulation) concept grows over time grouped by intervention, school or grade. Grades are nested within schools and data is grouped by student. Are we missing anything?Variables and modelResultsHypothesis 1: The experimental condition has a practically significant effect on the concepts of self-regulation or motivation.The experimental condition has a high probability of directional effect (>90%) for three concepts; Value/Usefulness (96%), Perceived Competence (93%), and Monitoring (94%). The existence of this directional effect is not significant when tested using Bayes Factor for Value/Usefulness (.091), Perceived Competence (.058), or Monitoring (.107).Tests for Practical Equivalence displayed in table 3 display the results for this hypothesis (on the 1st horizontal row) “Experimental”. The distribution of the effect of the experimental condition overlaps with the rope of all self-regulatory andmotivational concepts. This means there is no practically significant effect of the experimental condition on self-regulation of motivational concepts. The most positive results show partial overlap of the HDI with the ROPE for Value/Usefulness (44%), Perceived Competence (52%), and Monitoring (33%).Which other variables have a practically significant effect on the development of Interest/Enjoyment (H1h). Interest/Enjoyment has an absolute probability of directional effect (100%) from four concepts; Planning, Evaluation, Perceived Competence Value/Usefulness and  Perceived Choice. These concepts are significant when tested using Bayes Factor. Moderate evidence is found for Planning (5.3), Evaluation (7.6). Extreme evidence is found for Perceived Competence (>1000), Value/Usefulness, (>1000) and  Perceived Choice  (>1000). Table 3 displays the results for this hypothesis (on 1st vertical row) “Interest/Enjoyment”. Table 3 shows the concepts Perceived Competence, Value Usefulness and Perceived Choice have a positive practically significant positive effect on the development of “Interest/Enjoyment”. CFA and R2Searching for the effect of multiple uncontrolled interventions inBRMSAckermans, Kevin1*, Camp, Gino1, Anne-Marieke van Loon2, Marijke Kral2.1 The Open University of the Netherlands, the Netherlands2 HAN University of Applied Sciences, the NetherlandsMotivation self-regulationInterestEnjoymentPerceivedCompetenceValueUsefulnessPerceived ChoiceDeclarativeKnowledgeConditionalKnowledgeProceduralKnowledge Planning MonitoringInformationManagement Evaluationrope range'-0.09 /0.09'-0.08 / 0.08'-0.08 /0.08'-0.06 /0.06'-0.08/ 0.08'-0.08/ 0.08'-0.11/ 0.11'-0.11 /0.11'-0.09 / 0.09'-0.09/ 0.09'-0.13/ 0.13% of 89% HDI Inside ROPEExperimental 99% 52% 44% 88% 87% 87% 80% 75% 33% 55% 87%Interest Enjoyment 0% 0% 0% 54% 100% 97% 4% 59% 22% 0%Perceived Competence 0% 68% 100% 0% 22% 97% 100% 94% 100% 100%Value Usefulness 0% 33% 95% 37% 71% 100% 100% 55% 100% 100%Perceived Choice 0% 100% 92% 55% 100% 94% 97% 100% 100% 100%Declarative Knowledge 96% 0% 19% 46% 0% 0% 12% 100% 50% 29%Conditional Knowledge 100% 68% 78% 100% 0% 33% 84% 94% 100% 5%Procedural Knowledge 100% 100% 100% 100% 59% 79% 100% 100% 93% 100%Planning 100% 100% 100% 100% 92% 100% 100% 74% 30% 34%Monitoring 100% 100% 100% 100% 100% 97% 73% 28% 2.5% 0%Information Management 97% 100% 100% 100% 88% 100% 55% 4% 4% 83%Evaluation 100% 100% 100% 100% 100% 69% 100% 44% 0% 100%ICT literacy instrumental 55% 43% 54% 6.4% 50% 0% 35% 18% 11% 8% 52%ICT literacy media 90% 82% 94% 29% 74% 0% 46% 53% 62% 21% 91%Learner directed 50% 51% 4% 58% 56% 19% 25% 50% 39% 0% 56%self-regulation 83% 62% 70% 40% 70% 63% 53% 74% 18% 50% 77%competency 57% 55% 48% 52% 21% 52% 41% 15% 8% 15% 59%didactic lesson 44% 22% 49% 5% 33% 43% 16% 32% 39% 33% 42%didactic dif. Basic 90% 55% 75% 45% 72% 80% 44% 42% 35% 71% 31%didactic. Advanced 67% 65% 24% 50% 47% 62% 38% 57% 54% 26% 26%Collaborative 100% 100% 100% 89% 100% 100% 100% 100% 100% 100% 100%Creative 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%Effective 100% 100% 100% 100% 68% 100% 100% 100% 100% 100% 56%Movel 48% 37% 10% 31% 69% 54% 48% 54% 67% 64% 73%

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Searching for the effect of multiple uncontrolled interventions in BRMS

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