Cited by 291Behavioral and Psychological StudiesHealth Policy Implementation ScienceEducational Research and Methods

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Moving From the Lab to the Field: The Role of Fidelity and Achieved Relative Intervention Strength

Hulleman, Chris S., Cordray, David S.·2009·Journal of Research on Educational Effectiveness

DOI 10.1080/19345740802539325

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Abstract

As an example of how the effectiveness of well-designed laboratory interventions is often diffused in the field, we examined the effects of a motivation intervention on students' perceptions and learning. The intervention proved to be more effective in the laboratory (g = 0.45) than the field (g = 0.05) in enhancing subsequent motivation. We explored this reduction in treatment effectiveness through a fidelity analysis that examined the extent to which participants responded to the treatment. We calculated fidelity as three indices of achieved relative treatment strength (Cordray & Pion, 2006 Cordray, D. S. . The cause … or the ‘what’ of what works?. Paper presented at the Institute for Education Sciences 2006 Research Conference. Washington, DC. June, [Google Scholar]), and found that, regardless of how fidelity was calculated, achieved relative strength was about 1 standard deviation less in the classroom than the laboratory. In addition, greater levels of achieved relative strength were associated with greater differences in the motivational outcome—indicating that intervention was more effective for participants who actually received the treatment than those who did not. Multilevel analyses indicated that the drop in classroom treatment fidelity was partially because of teacher, rather than student, factors. Implications for theoretical models of change and research are discussed.

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Background
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Cordray , D. S. . The cause … or the ‘what’ of what works? . Paper presented at the Institute for Education Sciences 2006 Research Conference . Washington, DC. June ,
Cordray , D. S. and Jacobs , N. . Treatment fidelity and core components in school-based ATOD prevention programs . Paper presented at the annual meeting of the Society for Prevention Research . Washington, DC. June ,
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Authors: Hulleman, C. S., & Cordray, D. S.
Affiliations: Vanderbilt University (US)
ORCID: Hulleman, Chris S.
Venue: Journal of Research on Educational Effectiveness
Publisher: Informa UK Limited
Published: 2009-01-14
Volume: 2
Issue: 1
Pages: 88-110
ISSN: 1934-5739 (ISSN-L)
1934-5747
DOI: 10.1080/19345740802539325
OpenAlex: W2088086259
Cited by: 291
References: 29
Citations by year: 2026: 4 · 2025: 10 · 2024: 10 · 2023: 15 · 2022: 17 · 2021: 28 · 2020: 25 · 2019: 22 · 2018: 20 · 2017: 24 · 2016: 24 · 2015: 24 · 2014: 21 · 2013: 17 · 2012: 14
FWCI: 17.58
Type: journal article
Language: en
Open access: closed
Locations: Journal of Research on Educational Effectiveness (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
Social Sciences › Education › Educational Research and Methods
Keywords: intervention fidelity, motivational interventions, student motivation, classroom implementation, teacher factors, multilevel analysis

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Moving From the Lab to the Field: The Role of Fidelity and Achieved Relative Intervention Strength

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