More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics.
More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics.
复制标题
更有用还是没那么糟糕？
DOI：
10.1037/edu0000370
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发表时间：
2019
影响因子：
4.9
通讯作者：
Hulleman, Chris S.
中科院分区：
文献类型：
--
作者：
Rosenzweig, Emily Q.;Wigfield, Allan;Hulleman, Chris S.
本研究比较了两种以期望价值理论为基础的干预措施，旨在促进大学生在大学物理导论课上的学习动机和成绩。效用价值干预是改编自以前的研究，重点是帮助学生将课程材料与他们的生活联系起来，以便感知材料更有用。降低成本的干预措施是新颖的，旨在帮助学生认识到他们的物理课程的挑战，因为他们的心理成本较低。学生（N= 148）被随机分配到效用值干预，成本降低干预，或控制条件。参与者在本学期的2个点在线完成干预或控制活动。他们的动机信念和价值观被测量了两次，一次是在干预或控制活动结束后立即测量，另一次是在学期结束时测量。相对于对照组，两种干预措施都提高了学生的成绩和考试成绩（ds从0.24-0.30），对初始课程考试成绩较低的学生有更强的影响（ds从0.72-0.90）。出乎意料的是，这两种干预措施的效果部分解释了最初表现较低的学生报告更高的能力相关的信念和较低的成本后，立即接受任何干预相比，表现较低的学生在控制条件。结果表明，降低成本和效用价值的干预措施都是有用的工具，提高学生的科学，技术，工程和数学课程的表现。（PsycInfo数据库记录（c）2020阿帕，保留所有权利）
This study compared two expectancy-value-theory-based interventions designed to promote college students’ motivation and performance in introductory college physics. The utility value intervention was adapted from prior research and focused on helping students relate course material to their lives in order to perceive the material as more useful. The cost reduction intervention was novel and aimed to help students perceive the challenges of their physics course as less psychologically costly to them. Students (N= 148) were randomly assigned to the utility value intervention, cost reduction intervention, or a control condition. Participants completed intervention or control activities online at 2 points during the semester. Their motivational beliefs and values were measured twice, once immediately after the intervention or control activities ended and again at the end of the semester. Both interventions improved students’ grades and exam scores relative to the control group (ds from 0.24–0.30), with stronger effects for students with lower initial course exam scores (ds from 0.72–0.90). Unexpectedly, both interventions’ effects were explained in part by initially lower performing students reporting higher competence-related beliefs and lower cost immediately after they received either intervention compared with lower performing students in the control condition. Results suggest that cost reduction and utility value interventions are both useful tools for improving students’ science, technology, engineering, and mathematics course performance.(PsycINFO Database Record (c) 2020 APA, all rights reserved)
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影响因子：
4
作者：
Gaspard, Hanna;Dicke, Anna-Lena;Trautwein, Ulrich
通讯作者：
Trautwein, Ulrich
影响因子：
1.4
作者：
Musu-Gillette, Lauren E.;Wigfield, Allan;Eccles, Jacquelynne S.
通讯作者：
Eccles, Jacquelynne S.
期望值理论
DOI：
--
发表时间：
2009
期刊：
影响因子：
--
作者：
Allan Wigfield;S. Tonks;S. L. Klauda
通讯作者：
S. L. Klauda
对在线数学课程进行效用价值干预的承诺和陷阱
DOI：
10.1080/00220973.2018.1496059
发表时间：
2019
期刊：
The Journal of Experimental Education
影响因子：
--
作者：
Rosenzweig, Emily Q.;Hulleman, Chris S.;Barron, Kenneth E.;Kosovich, Jeffery J.;Priniski, Stacy J.;Wigfield, Allan
通讯作者：
Wigfield, Allan
影响因子：
4.9
作者：
Azevedo, R;Cromley, JG
通讯作者：
Cromley, JG