Brief Research Report: The Impact of a Utility-Value Intervention on Students' Engagement.
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| Title: | Brief Research Report: The Impact of a Utility-Value Intervention on Students' Engagement. |
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| Authors: | Goto, Takayuki (AUTHOR) |
| Source: | Journal of Experimental Education. 2024, Vol. 92 Issue 4, p713-722. 10p. |
| Subjects: | Hobbies |
| Abstract: | The present study investigated the impact of a utility-value intervention on students' behavioral, cognitive, and emotional engagement. Students assigned to the intervention condition were required to write an essay to connect the course contents with their personal hobbies, interests, or goals three times during the course. The results showed that the students who completed all the intervention assignments behaviorally engaged more in the course (evaluated by continuous assignment submission), while those in the control condition became less engaged later in the course. Moreover, the students who completed the intervention assignments remained cognitively engaged even at the end of the course. We discussed how a utility-value intervention works on students' engagement and practical implications for amplifying the effectiveness of a utility-value intervention. [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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| Abstract: | The present study investigated the impact of a utility-value intervention on students' behavioral, cognitive, and emotional engagement. Students assigned to the intervention condition were required to write an essay to connect the course contents with their personal hobbies, interests, or goals three times during the course. The results showed that the students who completed all the intervention assignments behaviorally engaged more in the course (evaluated by continuous assignment submission), while those in the control condition became less engaged later in the course. Moreover, the students who completed the intervention assignments remained cognitively engaged even at the end of the course. We discussed how a utility-value intervention works on students' engagement and practical implications for amplifying the effectiveness of a utility-value intervention. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220973 |
| DOI: | 10.1080/00220973.2023.2229757 |
