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Choose Your Own Intervention: Using Choice to Enhance the Effectiveness of a Utility-Value Intervention

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Title: Choose Your Own Intervention: Using Choice to Enhance the Effectiveness of a Utility-Value Intervention
Language: English
Authors: Rosenzweig, Emily Q., Harackiewicz, Judith M., Priniski, Stacy J., Hecht, Cameron A., Canning, Elizabeth A., Tibbetts, Yoi, Hyde, Janet S.
Source: Grantee Submission. 2018.
Peer Reviewed: Y
Page Count: 9
Publication Date: 2018
Sponsoring Agency: National Institutes of Health (DHHS)
Institute of Education Sciences (ED)
Contract Number: R01GM102703
R305B090009
R305B150003
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Intervention, Correlation, Student Attitudes, Decision Making, Personal Autonomy, Biology, Science Instruction, College Students, Essays, Letters (Correspondence), Comparative Analysis, Student Interests, Course Content, Writing Assignments, Self Determination, Grade Point Average
DOI: 10.1037/mot0000113
Abstract: Utility-value interventions, in which students are asked to make connections between course material and their lives, are useful for improving students' academic outcomes in science courses. These interventions are thought to be successful in part because the intervention activities afford students autonomy while they complete them, but no research has explored directly whether interventions that include more support for autonomy are more effective. In this study, the degree of choice incorporated in a utility-value intervention was systematically varied in order to test this possibility. We assigned college biology students (n=406) to a high-choice utility-value intervention condition (choose between two formats-essay or letter- for each of 3 writing assignments), one of two low-choice intervention conditions (complete either an essay and then a letter, or vice versa, and choose a format for the third assignment), or a control condition (summarize course material 3 times). Students in the high-choice condition reported significantly higher perceived utility value and interest for biology course content compared to students in the low-choice conditions. There were also significant, but small, indirect effects of choice on students' final course grades and enrollment in the next course in the biology sequence, via perceived utility value and interest. Results suggest that social-psychological interventions which include more choices are likely to be more effective than those which include fewer choices. [This is the online version published in "Motivation Science."]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2020
Accession Number: ED605475
Database: ERIC
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  Data: Utility-value interventions, in which students are asked to make connections between course material and their lives, are useful for improving students' academic outcomes in science courses. These interventions are thought to be successful in part because the intervention activities afford students autonomy while they complete them, but no research has explored directly whether interventions that include more support for autonomy are more effective. In this study, the degree of choice incorporated in a utility-value intervention was systematically varied in order to test this possibility. We assigned college biology students (n=406) to a high-choice utility-value intervention condition (choose between two formats-essay or letter- for each of 3 writing assignments), one of two low-choice intervention conditions (complete either an essay and then a letter, or vice versa, and choose a format for the third assignment), or a control condition (summarize course material 3 times). Students in the high-choice condition reported significantly higher perceived utility value and interest for biology course content compared to students in the low-choice conditions. There were also significant, but small, indirect effects of choice on students' final course grades and enrollment in the next course in the biology sequence, via perceived utility value and interest. Results suggest that social-psychological interventions which include more choices are likely to be more effective than those which include fewer choices. [This is the online version published in "Motivation Science."]
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        Value: 10.1037/mot0000113
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Decision Making
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: Grade Point Average
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      – TitleFull: Choose Your Own Intervention: Using Choice to Enhance the Effectiveness of a Utility-Value Intervention
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