Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention

Autor/inn/en	Asher, Catherine Armstrong; Scherer, Ethan; Kim, James S.
Titel	Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention
Quelle	In: Journal of Research on Educational Effectiveness, 15 (2022) 3, S.532-557 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asher, Catherine Armstrong) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2021.2009073
Schlagwörter	Handheld Devices; Telecommunications; Program Effectiveness; Summer Programs; Reading Programs; Information Dissemination; Intervention; Reading Achievement; Tests; Scores; Parents; Parent Participation; Learner Engagement; Goal Orientation; Reading Skills; Recreational Reading; Grade 2; Grade 3; Elementary School Students; Low Income Students; Minority Group Students + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Sommerkurs; Informationsverbreitung; Leseleistung; Examination; Prüfung; Examen; Eltern; Elternmitwirkung; Zielorientierung; Zielvorstellung; Reading skill; Lesefertigkeit; Häusliche Lektüre; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Parental text messaging interventions are growing in popularity to encourage at-home reading, school-attendance, and other educational behaviors. These interventions, which often combine multiple components, frequently demonstrate varying amounts of effectiveness, and researchers often cannot determine how individual components work alone or in combination with one another. Using a 2x2x3 factorial experiment, we investigate the effects of individual and interacted components from three behavioral levers to support summer reading: providing updated, personalized information; emphasizing different reading views; and goal setting. We find that the personalized information condition scored on average 0.03 SD higher on fall reading assessments. Texting effects on test scores were enhanced by messages that emphasized reading being useful for both entertainment and building skills compared to skill building alone or entertainment alone. These results continue to build our understanding that while text message can be an effective tool for parent engagement, the specific content of the message can lead to meaningful differences in the magnitude of the effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01