Value-Reappraisal and Goal-Setting Intervention Effects on Attitudes and Performance in College Statistics
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| Title: | Value-Reappraisal and Goal-Setting Intervention Effects on Attitudes and Performance in College Statistics |
|---|---|
| Language: | English |
| Authors: | Acee, Taylor W. |
| Source: | Journal of Experimental Education. 2023 91(2):298-316. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Goal Orientation, Undergraduate Students, Intervention, Statistics Education, Student Motivation, Academic Achievement, Teaching Methods, Introductory Courses, Task Analysis, Learning Processes, Outcomes of Education, Scores, Tests, Prediction, Competence, Learning Strategies, Questionnaires, Likert Scales, Student Attitudes |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| DOI: | 10.1080/00220973.2021.1993773 |
| ISSN: | 0022-0973 1940-0683 |
| Abstract: | The purpose of this study was to test the effects of a value-reappraisal intervention (VR) on students' motivation and performance compared to a goal-setting intervention (GS) and information-literacy control condition (C). Eighty-eight female students in an undergraduate introductory statistics course were randomly assigned to one of the three conditions. VR yielded statistically significant increases in students' intrinsic value, endogenous instrumentality, task value, and intentions to continue learning statistics, but not perceived competence. GS and C had no effects on these outcomes. For exam performance, in one course section VR benefited students with lower preintervention exam scores; there were no intervention effects on exam performance in the other section. Examined only for GS, self-reported goal progress predicted changes in perceived competence over two weeks. Theoretical and practical implications are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1377422 |
| Database: | ERIC |
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| Abstract: | The purpose of this study was to test the effects of a value-reappraisal intervention (VR) on students' motivation and performance compared to a goal-setting intervention (GS) and information-literacy control condition (C). Eighty-eight female students in an undergraduate introductory statistics course were randomly assigned to one of the three conditions. VR yielded statistically significant increases in students' intrinsic value, endogenous instrumentality, task value, and intentions to continue learning statistics, but not perceived competence. GS and C had no effects on these outcomes. For exam performance, in one course section VR benefited students with lower preintervention exam scores; there were no intervention effects on exam performance in the other section. Examined only for GS, self-reported goal progress predicted changes in perceived competence over two weeks. Theoretical and practical implications are discussed. |
|---|---|
| ISSN: | 0022-0973 1940-0683 |
| DOI: | 10.1080/00220973.2021.1993773 |
