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A Prosocial Value Intervention in Gateway STEM Courses

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Title: A Prosocial Value Intervention in Gateway STEM Courses
Language: English
Authors: Judith M. Harackiewicz (ORCID 0000-0003-4748-1174), Cameron A. Hecht (ORCID 0000-0003-4842-6003), Michael W. Asher (ORCID 0000-0002-1006-8813), Patrick N. Beymer (ORCID 0000-0002-3569-2305), Liana B. Lamont (ORCID 0000-0002-9208-1877), Natalie S. Wheeler, Nicole M. Else-Quest, Stacy J. Priniski, Jessi L. Smith, Janet S. Hyde, Dustin B. Thoman
Source: Grantee Submission. 2023 125(6).
Peer Reviewed: Y
Page Count: 43
Publication Date: 2023
Sponsoring Agency: National Institutes of Health (NIH) (DHHS)
Institute of Education Sciences (ED)
Contract Number: R35GM141556
R01GM10270305
R305B090009
R305B150003
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Minority Serving Institutions, Hispanic American Students, Science Instruction, Biology, Chemistry, First Generation College Students, Minority Group Students, Prosocial Behavior, Altruism, Helping Relationship, STEM Education, Student Motivation, Equal Education, Achievement Gap, Value Judgment, Student Educational Objectives, Undergraduate Students
Geographic Terms: California
DOI: 10.1037/pspa0000356
ISSN: 0022-3514
Abstract: Many college students, especially first-generation and underrepresented racial/ethnic minority students, desire courses and careers that emphasize helping people and society. Can instructors of introductory science, technology, engineering, and math (STEM) courses promote motivation, performance, and equity in STEM fields by emphasizing the prosocial relevance of course material? We developed, implemented, and evaluated a prosocial utility-value intervention (UVI): A course assignment in which students were asked to reflect on the prosocial value of biology or chemistry course content; our focus was on reducing performance gaps between first-generation and continuing generation college students. In Studies 1a and 1b, we piloted two versions of a prosocial UVI in introductory biology (N= 282) and chemistry classes (N= 1,705) to test whether we could encourage students to write about the prosocial value of course content. In Study 2, we tested a version of the UVI that combines personal and prosocial values, relative to a standard UVI, which emphasizes personal values, using a randomized controlled trial in an introductory chemistry course (N= 2,505), and examined effects on performance and motivation in the course. In Study 3, we tested the prosocial UVI against a standard UVI in an introductory biology course (N= 712). Results suggest that the prosocial UVI may be particularly effective in promoting motivation and performance for first-generation college students, especially those who are more con dent that they can perform well in the class, reflecting a classic expectancy-value interaction. Mediation analyses suggest that this intervention worked by promoting interest in chemistry.
Abstractor: As Provided
Notes: https://osf.io/kmnrw
IES Funded: Yes
Entry Date: 2024
Accession Number: ED662082
Database: ERIC
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Judith+M%2E+Harackiewicz%22">Judith M. Harackiewicz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4748-1174">0000-0003-4748-1174</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cameron+A%2E+Hecht%22">Cameron A. Hecht</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4842-6003">0000-0003-4842-6003</externalLink>)<br /><searchLink fieldCode="AR" term="%22Michael+W%2E+Asher%22">Michael W. Asher</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1006-8813">0000-0002-1006-8813</externalLink>)<br /><searchLink fieldCode="AR" term="%22Patrick+N%2E+Beymer%22">Patrick N. Beymer</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3569-2305">0000-0002-3569-2305</externalLink>)<br /><searchLink fieldCode="AR" term="%22Liana+B%2E+Lamont%22">Liana B. Lamont</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9208-1877">0000-0002-9208-1877</externalLink>)<br /><searchLink fieldCode="AR" term="%22Natalie+S%2E+Wheeler%22">Natalie S. Wheeler</searchLink><br /><searchLink fieldCode="AR" term="%22Nicole+M%2E+Else-Quest%22">Nicole M. Else-Quest</searchLink><br /><searchLink fieldCode="AR" term="%22Stacy+J%2E+Priniski%22">Stacy J. Priniski</searchLink><br /><searchLink fieldCode="AR" term="%22Jessi+L%2E+Smith%22">Jessi L. Smith</searchLink><br /><searchLink fieldCode="AR" term="%22Janet+S%2E+Hyde%22">Janet S. Hyde</searchLink><br /><searchLink fieldCode="AR" term="%22Dustin+B%2E+Thoman%22">Dustin B. Thoman</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2023 125(6).
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  Data: 43
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 10.1037/pspa0000356
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  Data: 0022-3514
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  Data: Many college students, especially first-generation and underrepresented racial/ethnic minority students, desire courses and careers that emphasize helping people and society. Can instructors of introductory science, technology, engineering, and math (STEM) courses promote motivation, performance, and equity in STEM fields by emphasizing the prosocial relevance of course material? We developed, implemented, and evaluated a prosocial utility-value intervention (UVI): A course assignment in which students were asked to reflect on the prosocial value of biology or chemistry course content; our focus was on reducing performance gaps between first-generation and continuing generation college students. In Studies 1a and 1b, we piloted two versions of a prosocial UVI in introductory biology (N= 282) and chemistry classes (N= 1,705) to test whether we could encourage students to write about the prosocial value of course content. In Study 2, we tested a version of the UVI that combines personal and prosocial values, relative to a standard UVI, which emphasizes personal values, using a randomized controlled trial in an introductory chemistry course (N= 2,505), and examined effects on performance and motivation in the course. In Study 3, we tested the prosocial UVI against a standard UVI in an introductory biology course (N= 712). Results suggest that the prosocial UVI may be particularly effective in promoting motivation and performance for first-generation college students, especially those who are more con dent that they can perform well in the class, reflecting a classic expectancy-value interaction. Mediation analyses suggest that this intervention worked by promoting interest in chemistry.
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  Data: https://osf.io/kmnrw
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  Data: 2024
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  Label: Accession Number
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  Data: ED662082
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED662082
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      – Text: English
    PhysicalDescription:
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        PageCount: 43
    Subjects:
      – SubjectFull: Minority Serving Institutions
        Type: general
      – SubjectFull: Hispanic American Students
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