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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
FullText Text:
  Availability: 0
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  Data: Unintended Consequences of Framing a Utility-Value Intervention in Two-Year Colleges
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2019 62:37-48.
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  Data: 12
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22Wisconsin%22">Wisconsin</searchLink>
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  Data: 10.1016/j.learninstruc.2019.05.001
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  Data: 0959-4752
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  Data: 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.
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  Label: Abstractor
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  Data: As Provided
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  Data: 2022
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        Value: 10.1016/j.learninstruc.2019.05.001
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      – Text: English
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        PageCount: 12
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    Subjects:
      – SubjectFull: Two Year Colleges
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Comparative Analysis
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Wisconsin
        Type: general
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      – TitleFull: Unintended Consequences of Framing a Utility-Value Intervention in Two-Year Colleges
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