Psychological affordances help explain where a self-transcendent purpose intervention improves performance.
Psychological affordances help explain where a self-transcendent purpose intervention improves performance.
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DOI：
10.1037/pspa0000246
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发表时间：
2021-01
影响因子：
7.6
通讯作者：
Yeager DS
中科院分区：
文献类型：
--
作者：
Reeves SL;Henderson MD;Cohen GL;Steingut RR;Hirschi Q;Yeager DS
非专业理论干预灌输情境一般的思维方式，通常使用简短的阅读和写作练习，它们导致了各种政策领域的行为和表现的持久变化。它们适用于所有环境吗？我们认为，外行理论的干预效果取决于心理启示，心理启示被定义为允许个体将外行理论视为在该背景下合理和适应性的线索。目前的研究使用“学习目的”理论干预的例子直接和实验地检验了这一假设，该干预教导了世俗理论，即学校是一个培养技能的地方，使人们能够朝着自我超越的目标前进。在美国一所表现相对较差的公立中学进行了双盲2（学生目的干预）× 2（目的提供笔记）现场实验。学生们首先收到了一个基于网络的学习目的理论干预（或对照活动），两周后，他们参加了一个由老师手写的目的说明（或对照说明）的课堂作业。结果表明，目的论干预提高了英语课堂写作作业的表现，但只有当它伴随着提供目的的注释时。探索性分析显示，这些操纵的影响在那些在课堂上表现不佳的风险更大的学生中是明显的：非英语母语的学生。因此，简单地说，在线分层理论干预可以减少性能差距，前提是上下文提供了提供分层理论看起来合理和适应性的机会。
Lay theory interventions instill situation-general ways of thinking, often using short reading and writing exercises, and they have led to lasting changes in behavior and performance in a wide variety of policy domains. Do they work in all contexts? We suggest that lay theory intervention effects depend on psychological affordances, which are defined as cues that allow individuals to view a lay theory as legitimate and adaptive in that context. The present research directly and experimentally tested this hypothesis using the example of a “purpose for learning” lay theory intervention, which taught the lay theory that school is a place to develop skills that allow one to make progress toward self-transcendent aims. A double-blind 2 (student purpose intervention) × 2 (purpose-affording note) field experiment was conducted in a relatively low-performing public middle school in the United States. Students first received a web-based purpose for learning lay theory intervention (or a control activity), and 2 weeks later attended a class in which an assignment was accompanied by a purpose-affording note that was hand-written by a teacher (or a control note). Results showed that the purpose lay theory intervention increased performance on an English class writing assignment, but only when it was accompanied by a purpose-affording note. Exploratory analyses revealed that the effects of the manipulations were apparent among students who were at greater risk for poor performance in the class: nonnative English-speaking students. Thus short, online lay theory interventions may reduce performance gaps, provided that the contexts afford the opportunity for the proffered lay theory to seem legitimate and adaptive.
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