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Promoting Motivation for Underrepresented Groups in Undergraduate Biology and Chemistry Courses

提高本科生物和化学课程中代表性不足群体的积极性

基本信息

批准号：
10166038
负责人：
Judith M. Harackiewicz
金额：
$ 20万
依托单位：
UNIVERSITY OF WISCONSIN-MADISON
依托单位国家：
美国
项目类别：
财政年份：
2012
资助国家：
美国
起止时间：
2012-08-15 至 2022-03-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10166038
关键词：
Achievement Address Biology Chemistry Course Content Double-Blind Method Effectiveness Enrollment Experimental Designs First Generation College Students Funding Generations Goals Health Hispanics Institution Instruction Intervention Knowledge Laboratory Study Montana Motivation National Institute of General Medical Sciences Native Americans Nature Parents Performance Persons Population Procedures Randomized Research Risk Sampling Science Series Students Talents Testing Time Underrepresented Groups Underrepresented Minority United States National Institutes of Health Universities Wisconsin Work Writing career college commune compare effectiveness design efficacy testing essays experimental study field study group intervention improved interest intervention effect laboratory experiment learning materials longitudinal design programs scale up theories undergraduate student underrepresented minority student

项目摘要

Promoting Motivation for Underrepresented Groups in Undergraduate Biology and Chemistry Courses ABSTRACT Our goal is to broaden the participation of at risk-students in biomedical fields with interventions in gateway biology and chemistry classes. Using a theoretically-grounded utility-value intervention, we aim to close achievement gaps for first-generation (FG) students, those for whom neither parent obtained a 4-year college degree, and for underrepresented minority (URM) students. Lessons learned from our previously funded large-scale double-blind randomized field experiment in introductory biology courses at the University of Wisconsin- Madison (UW) demonstrated that the utility value intervention (UVI), in which students write about the personal relevance of course material, was successful in reducing the achievement gap for URM students by 40%, relative to a control condition in which students summarized course content. This effect was even larger for FG-URM students: the gap was reduced by 61%. We build upon these findings by proposing research to (1) determine whether the UVI effects documented at Wisconsin can be replicated in different types of institutions and courses, and whether the UVI can be adapted for a more diverse student sample and (2) systematically understand and refine the nature of the UVI by continuing to test the underlying motivational theory and mechanisms. To accomplish our goals, our research team at UW will first conduct a series of laboratory experiments designed to optimize materials and implementation features of the UVI to create new versions of the UVI that emphasize communal themes. We know from our previous work that the UVI was most effective for students who were motivated to help others, and for FG and URM students who wrote about communal themes in their essays. This raises new questions about whether communal writing is integral to the effectiveness of the UVI for FG-URM students and whether we might see even stronger UVI effects for FG and URM students if they are specifically encouraged to reflect on communal themes. We have developed an experimental design to address these critical questions using multi-institutional field experiments that provide tests of replication and scale-up potential in biology classes and extension to chemistry classes, and identify the optimal approach for the greatest impact of the UVI. We test the new communal-UVI against the original personal-UVI and control writing assignments with nearly 5,000 students across 6 academic semesters of biology and chemistry in two uniquely diverse institutions: San Diego State University and Montana State University, which serve a significant number of FG students and enroll large populations of Latino and Native American students, respectively.

促进对本科生中代表性不足群体的激励

项目成果

期刊论文数量（21）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Interest Matters: The Importance of Promoting Interest in Education.

DOI：
10.1177/2372732216655542
发表时间：
2016-10
期刊：
Policy insights from the behavioral and brain sciences
影响因子：
3.8
作者：
Harackiewicz JM;Smith JL;Priniski SJ
通讯作者：
Priniski SJ

Utility-Value Score: A Case Study in System Generalization for Writing Analytics.

实用价值分数：写作分析系统泛化的案例研究。

DOI：
发表时间：
2018
期刊：
The journal of writing analytics
影响因子：
0
作者：
Klebanov,BeataBeigman;Priniski,Stacy;Burstein,Jill;Gyawali,Binod;Harackiewicz,Judith;Thoman,Dustin
通讯作者：
Thoman,Dustin

The Role of Utility Value in Promoting Interest Development.

DOI：
10.1037/mot0000182
发表时间：
2021-03
期刊：
MOTIVATION SCIENCE
影响因子：
3.3
作者：
Hecht, Cameron A;Grande, Matthew R;Harackiewicz, Judith M
通讯作者：
Harackiewicz, Judith M

Affirming independence: Exploring mechanisms underlying a values affirmation intervention for first-generation students.

肯定独立性：探索第一代学生价值观肯定干预背后的机制。

DOI：
10.1037/pspa0000049
发表时间：
2016
期刊：
Journal of personality and social psychology
影响因子：
7.6
作者：
Tibbetts,Yoi;Harackiewicz,JudithM;Canning,ElizabethA;Boston,JilanaS;Priniski,StacyJ;Hyde,JanetS
通讯作者：
Hyde,JanetS

Different Institutions and Different Values: Exploring First-Generation Student Fit at 2-Year Colleges.