Rural Veteran Personality, Delay Discounting, and the Interference Preservation Hypothesis

农村退伍军人人格、延迟贴现和干扰保护假说

• 批准号: 2321159
• 负责人: Justin McDaniel
• 金额: $ 34.16万
• 依托单位: Southern Illinois University at Carbondale
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2321159&HistoricalAwards=false
• 关键词: Rural; Veteran; Personality; Delay; Discounting

The transition from active-duty military service to civilian life is challenging. Securing a job following retirement from the military is important, not least because it is a major social determinant of health and wellbeing. Only 3% of military veterans in Illinois - compared to 7% nationally - are employed in science, engineering, technology, or mathematics (STEM) occupations. Furthermore, rural-dwelling veterans are nearly 50% less likely than urban-dwelling veterans to work in STEM. Because many veterans live in rural areas and lack representation in STEM fields, there is a considerable need to provide STEM training opportunities to rural-dwelling veterans. This project at Southern Illinois University at Carbondale will seek to recruit more than 180 college student veterans from the 16 southernmost counties in Illinois, a federally designated region of low socioeconomic status, for participation in a 17-week training program focused on computer programming, data science, and calculating machine learning classification models, as well as professional development in education research methods.A novel experiment within the training program will test a heretofore unstated research hypothesis. Delayed performance feedback ( 7 days) facilitates superior training performance at "time 2" over immediate feedback with is consistent with Kulhavy and Anderson's interference preservation hypothesis. While people may exhibit bias for the present, which is a foundational behavioral economics principle typically operationalized by delay discounting measures (i.e., "I prefer what I can get now"), delayed rewards or feedback may render superior outcomes. In the context of learning and training task performance, delayed feedback may provide enough time for learners to forget incorrect processes. However, paralleling the forgoing discussion, personality has been shown to be intricately associated with learning processes and differential training task performance, yet no study has investigated whether personality type moderates the relationship between feedback timing and training task performance. Therefore, efforts at enhancing task performance at "time 2" may require a personalized approach. This project aims to test the hypothesis in a two-group randomized controlled trial. Importantly, delay discounting - a behavioral economic measure of impulsivity - and learning style will be controlled for so as to isolate the unique effect of personality. Results could lead to a watershed modification of the interference preservation hypothesis. The project is supported by NSF's EDU Core Research: Building Capacity for STEM Education Research (BCSER) program, which is designed to build investigators' capacity to carry out high-quality STEM education research.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

从现役军人服务向平民生活的过渡是具有挑战性的。从军队退役后找到一份工作很重要，尤其是因为这是健康和幸福的一个主要社会决定因素。在伊利诺伊州，只有3%的退伍军人从事科学、工程、技术或数学(STEM)职业，而全国这一比例为7%。此外，居住在农村的退伍军人在STEM工作的可能性比居住在城市的退伍军人低近50%。由于许多退伍军人生活在农村地区，在STEM领域缺乏代表性，因此有相当大的需要向居住在农村的退伍军人提供STEM培训机会。位于卡本代尔的南伊利诺伊大学的这个项目将寻求从伊利诺伊州最南端的16个县招募180多名大学生退伍军人，参加为期17周的培训计划，重点是计算机编程、数据科学和计算机器学习分类模型，以及教育研究方法的专业发展。培训计划中的一个新颖的实验将检验一个迄今未陈述的研究假设。延迟的绩效反馈(7天)有助于在“时间2”的训练表现优于即时反馈，这与Kulhavy和Anderson的干扰保留假说是一致的。虽然人们可能会对目前表现出偏见，这是一项基本的行为经济学原则，通常通过延迟贴现措施(即“我更喜欢我现在能得到的”)来实施，但延迟的奖励或反馈可能会带来更好的结果。在学习和训练任务表现的背景下，延迟反馈可能会为学习者提供足够的时间来忘记错误的过程。然而，与前面的讨论相平行的是，人格与学习过程和不同的训练任务绩效之间存在复杂的联系，但还没有研究表明人格类型是否调节反馈时机与训练任务绩效之间的关系。因此，在“时间2”提高任务绩效的努力可能需要一种个性化的方法。该项目旨在通过两组随机对照试验来检验这一假设。重要的是，延迟折扣--一种衡量冲动的行为经济学指标--和学习风格将受到控制，以隔离个性的独特影响。结果可能导致对干扰保存假说的分水岭修正。该项目得到了NSF的EDU核心研究：STEM教育研究能力建设(BCSER)计划的支持，该计划旨在建设研究人员开展高质量STEM教育研究的能力。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。