Removing Barriers to Success in Mathematics: An Integrative Expectancy-Value Intervention

消除数学成功的障碍：综合期望值干预

• 批准号: 1534835
• 负责人: Christopher Hulleman
• 金额: $ 149.98万
• 依托单位: University of Virginia Main Campus
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1534835&HistoricalAwards=false
• 关键词: Removing; Barriers; Success; Mathematics; Integrative

The EHR Core Research (ECR) program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. This study extends prior theoretical and empirical work on STEM learning and STEM learning environments into community college classrooms in developmental mathematics. Developmental math courses are a major academic gatekeeper for adequately preparing students for the work force, yet many students in community colleges fail to reach college-ready math proficiency even with remediation through developmental curricula. To address this need, this study will examine the impact of a brief but promising psychological intervention designed to enhance student motivation and course learning outcomes in developmental math. The investigators hypothesize that this intervention will lead to increased perceptions of interest and performance in mathematics, which in turn will, in the short term, result in improved performance (increased course pass rates) and persistence (decreased dropout rates) of students enrolled in the community college developmental math courses that are the focus of this study. Ultimately, the investigators anticipate the foundational evidence generated by this study will provide practitioners with the information necessary to optimize interventions based on individual differences and contextual factors (practical import), and have the potential to contribute to the development of theories about for whom and why interventions work (theoretical important).Specifically, this study is designed to provide evidence of the efficacy and effectiveness of an expectancy value intervention, combining growth mindset and utility value components. Researchers at the University of Virginia and Valencia Community College (located in Orange and Osceola Counties, Florida) will collaborate on a series of trials of one of three treatment conditions (growth mindset only, utility value only, combined growth mindset and utility value) and a 'business as usual' control condition. Intervention trials will be contained within a semester, with follow-ups coming from administrative data sets. At the end of the three-year intervention cycle nine separate cohorts of students (n=5,600) will have participated in the study, nested within class sections (n=280), nested within teachers (n=40) at Valencia Community College. Of particular interest are the individual- and contextual- (classroom and teacher) level factors which might moderate or mediate the effects of the expectancy-value intervention. Accordingly, study participants will be randomly assigned to treatment conditions at the classroom level, enabling the investigators to explore whether the intervention is more effective in some classrooms and/or with some teachers than others. Primary data to explore mediating and moderating factors will be collected via administration of a self-report student motivation questionnaire, a teacher questionnaire, and to-be-developed instruments to survey students' perceptions of the classroom learning context and teachers' beliefs about learning and teaching practices in mathematics. Student demographic and performance data will be obtained from administrative records; additionally, instructors will be asked to provide classroom-level student performance data. Complementary qualitative data will be collected from students and teachers via separate student and teacher focus groups, individual student interviews, and think-aloud protocols elaborating on the student motivation questionnaire. Analyses of these data may have potentially important implications regarding the benefits of explicit consideration of contexts when developing theories of psychological interventions in education. Additionally, the study is designed to enable investigators to replicate the intervention across multiple cohorts (testing for consistency), and to follow students longitudinally (exploring potential intervention effects on more distal outcomes, e.g., persistence towards degree completion). The investigators hypothesize the expectancy-value intervention will be both resource-efficient and practically useful - capable of being delivered to students as online learning modules amenable to widespread dissemination across large sets of classrooms and institutions. Following completion of the study, (de-identified) study data will be made available to other researchers.

EHR核心研究（ECR）项目强调在该领域产生基础知识的基础STEM教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。本研究将先前关于STEM学习和STEM学习环境的理论和实证工作扩展到社区大学发展数学课堂。发展性数学课程是让学生为工作做好充分准备的主要学术看门人，然而，许多社区大学的学生即使通过发展性课程进行补习，也无法达到大学所需的数学熟练程度。为了满足这一需求，本研究将检验一种简短但有希望的心理干预的影响，该干预旨在提高发展性数学的学生动机和课程学习成果。研究人员假设，这种干预将导致对数学的兴趣和表现的感知增加，这反过来又会在短期内导致参加社区大学发展数学课程的学生的成绩提高（提高课程通过率）和坚持（降低辍学率），这是本研究的重点。最终，研究人员预计本研究产生的基础证据将为从业者提供必要的信息，以优化基于个体差异和背景因素的干预措施（实际意义），并有可能促进有关干预措施对谁和为什么有效的理论的发展（理论意义）。具体而言，本研究旨在结合成长心态和效用价值成分，为期望值干预的有效性和有效性提供证据。弗吉尼亚大学和瓦伦西亚社区学院（位于佛罗里达州奥兰治县和奥西奥拉县）的研究人员将在三种治疗条件（仅成长型心态、仅实用价值、成长型心态和实用价值相结合）中的一种和“一切照旧”的控制条件下进行一系列试验。干预试验将在一个学期内进行，后续研究将来自管理数据集。在为期三年的干预周期结束时，将有九组独立的学生（n= 5600）参与这项研究，他们被安置在瓦伦西亚社区学院的班级（n=280）和教师（n=40）中。特别令人感兴趣的是个体和情境（课堂和教师）水平的因素，这些因素可能会调节或调节期望值干预的效果。因此，研究参与者将被随机分配到课堂水平的治疗条件，使调查人员能够探索干预是否在某些教室和/或某些教师中比其他教室更有效。研究人员将使用学生自我报告动机问卷、教师问卷和待开发的工具来调查学生对课堂学习环境的看法和教师对数学学习和教学实践的看法，从而收集主要数据来探索中介和调节因素。学生人口统计和成绩数据将从行政记录中获得；此外，教师将被要求提供课堂水平的学生表现数据。将通过单独的学生和教师焦点小组、单独的学生访谈和对学生动机问卷进行详细阐述的有声思考协议，从学生和教师那里收集补充性的定性数据。对这些数据的分析可能对在发展教育心理干预理论时明确考虑背景的好处具有潜在的重要意义。此外，该研究旨在使研究人员能够在多个队列中重复干预（一致性测试），并纵向跟踪学生（探索对更远端结果的潜在干预效果，例如，坚持完成学位）。研究人员假设，期望值干预将既节约资源又实用——能够作为在线学习模块提供给学生，可以在大型教室和机构中广泛传播。研究完成后，研究数据将提供给其他研究人员。