Unintended Consequences of Framing a Utility-Value Intervention in Two-Year Colleges
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| Title: | Unintended Consequences of Framing a Utility-Value Intervention in Two-Year Colleges |
|---|---|
| Language: | English |
| Authors: | Canning, Elizabeth A., Priniski, Stacy J., Harackiewicz, Judith M. |
| Source: | Grantee Submission. 2019 62:37-48. |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B090009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Two Year Colleges, Intervention, Comparative Analysis, Psychological Patterns, Cognitive Processes, Writing Instruction, Student Interests, Two Year College Students, Teaching Methods, Writing Assignments, Student Attitudes, Writing Evaluation, Introductory Courses, Biology, Psychology, Grades (Scholastic), Self Concept, Writing Skills, Difficulty Level |
| Geographic Terms: | Wisconsin |
| DOI: | 10.1016/j.learninstruc.2019.05.001 |
| ISSN: | 0959-4752 |
| Abstract: | Utility-value (UV) writing interventions help students find the personal relevance of course material to promote interest and performance. However, little is known about how best to frame the intervention, particularly in the 2-year college context where students have more varied backgrounds than the samples previously studied. Using a randomized field experiment, we tested two ways of framing a UV writing intervention (student-framed vs. instructor-framed examples of UV), against a control assignment. Contrary to previous research, we found that students struggling in the course became less interested and perceived less utility value overall in UV conditions, compared to the control. The student-framed UV intervention made the course more interesting for students who were doing well in the course, but decreased grades for students struggling in the course, compared to the instructor-framed UV intervention. We examine psychological (e.g., confidence, engagement) and cognitive (linguistic indicators of cognitive processing) variables as mechanisms. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | ED622933 |
| Database: | ERIC |
| Abstract: | Utility-value (UV) writing interventions help students find the personal relevance of course material to promote interest and performance. However, little is known about how best to frame the intervention, particularly in the 2-year college context where students have more varied backgrounds than the samples previously studied. Using a randomized field experiment, we tested two ways of framing a UV writing intervention (student-framed vs. instructor-framed examples of UV), against a control assignment. Contrary to previous research, we found that students struggling in the course became less interested and perceived less utility value overall in UV conditions, compared to the control. The student-framed UV intervention made the course more interesting for students who were doing well in the course, but decreased grades for students struggling in the course, compared to the instructor-framed UV intervention. We examine psychological (e.g., confidence, engagement) and cognitive (linguistic indicators of cognitive processing) variables as mechanisms. |
|---|---|
| ISSN: | 0959-4752 |
| DOI: | 10.1016/j.learninstruc.2019.05.001 |
