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A Domain-Based Framing Intervention Promoting Students' Self-Regulated Learning Beliefs in Science.

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Title: A Domain-Based Framing Intervention Promoting Students' Self-Regulated Learning Beliefs in Science.
Authors: Follmer, D. Jake (AUTHOR), Hut, Megan (AUTHOR), Schineller, Katia (AUTHOR), Zaisberger, Verena (AUTHOR), Santiago, Lizzie Y. (AUTHOR)
Source: Journal of Experimental Education. 2026, Vol. 94 Issue 3, p531-553. 23p.
Subjects: Social belonging, Help-seeking behavior, Science education, Frames (Social sciences), First-generation college students, Low-income students, Social goals
Abstract: We implemented a brief framing intervention to a broad sample of undergraduate students (N = 180; 57% men; 58% White) majoring in science as an individual end-of-year reflection activity. We examined the immediate effects on students' social belonging, help-seeking motives, prosocial goals for pursuing science, social-academic concerns, and stress. Using Bayesian methods, we first estimated a path model to test and understand the probability of the direct and indirect effects of the intervention on these outcomes. We then examined whether the intervention was specifically effective for those who identified as first-generation or low-income students. The framing intervention resulted in higher social belonging and help-seeking motives among all students and was uniquely associated with students' prosocial goals for pursuing science. The effects of the intervention on students' social-academic concerns and stress were indirect, operating primarily through help-seeking motives. The intervention demonstrated specific benefits for low-income students, producing stronger indirect effects on social-academic concerns and stress for low-income students through help-seeking. The brief intervention demonstrated small and moderate effects on students' social belonging and help-seeking, respectively, relative to an active control condition. We consider the implications of our findings and the role of framing interventions in positively shaping students' help-related motives and behaviors. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A Domain-Based Framing Intervention Promoting Students' Self-Regulated Learning Beliefs in Science.
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  Data: We implemented a brief framing intervention to a broad sample of undergraduate students (N = 180; 57% men; 58% White) majoring in science as an individual end-of-year reflection activity. We examined the immediate effects on students' social belonging, help-seeking motives, prosocial goals for pursuing science, social-academic concerns, and stress. Using Bayesian methods, we first estimated a path model to test and understand the probability of the direct and indirect effects of the intervention on these outcomes. We then examined whether the intervention was specifically effective for those who identified as first-generation or low-income students. The framing intervention resulted in higher social belonging and help-seeking motives among all students and was uniquely associated with students' prosocial goals for pursuing science. The effects of the intervention on students' social-academic concerns and stress were indirect, operating primarily through help-seeking motives. The intervention demonstrated specific benefits for low-income students, producing stronger indirect effects on social-academic concerns and stress for low-income students through help-seeking. The brief intervention demonstrated small and moderate effects on students' social belonging and help-seeking, respectively, relative to an active control condition. We consider the implications of our findings and the role of framing interventions in positively shaping students' help-related motives and behaviors. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193599066
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        Value: 10.1080/00220973.2025.2466151
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              Text: 2026
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