Fostering Perceptions of Relevance for Schoolwork: A Mixed-Methods Study

• In Event: Experiencing Relevance: Clarifying the Definition of a Vital Motivational Concept

Abstract

Objectives or purposes
Understanding relevance and its mechanisms is crucial for helping educators structure educational contexts so that they are optimally motivating for students. Several models of motivation, including modern expectancy-value theory (Eccles et al., 1983), posit that meaning and value contribute to students’ motivation. Several interventions have demonstrated an ability to positively affect students’ perceived value of a given task (Hulleman et al., 2010; Hulleman & Harackiewicz, 2009; Schechter, Durik, Miyamoto, & Harackiewicz, 2011). In this paper, we present qualitative and quantitative data to explore and validate our definition of relevance and its relationship to important educational outcomes.

Perspectives or theoretical framework
Based on prior work (e.g., Gick & Holyoak, 1980; Hulleman & Cordray, 2009; Stokes & Baer, 1977), we define relevance in terms of connections (i.e., relating two tasks, events, or ideas) between an individual and the activity or topic. These connections can vary on two dimensions: the extent to which an individual personalizes a connection between themselves and the material, and the specificity of that connection. In addition, it is important to consider both the quality and quantity of the connections.

Methods, techniques, or modes of inquiry
Data presented were collected as part of three separate studies. Study 1 was a randomized experiment in high school science classes (Hulleman & Harackiewicz, 2009). Students in 9th-12th grade were randomly assigned to the treatment (writing about how science topics were relevant to their lives) or control condition (writing a summary of what they were learning). Study 2 was a replication of this study conducted in an undergraduate psychology class (Hulleman et al., in prep; Kosovich, 2013). Study 3 was a survey study collected in an undergraduate psychology class (Hulleman et al., in prep).

Data sources, evidence, objects, or materials
The essays from Studies 1 and 2 were coded for personalization and specificity. Quantitative survey responses in Study 3 involved a new quantitative measure of the frequency of connections students were making between the course material and their lives.
Results and/or substantiated conclusions or 
warrants for arguments/point of view
The qualitative data revealed that although our two major dimensions of relevance (specificity and personalization) tended to occur together, examples of both in isolation were also observed. New analyses on differences between male and female students will be presented at the conference from Study 2. The quantitative data revealed that, controlling for initial interest in the course material, the number of connections students made between their lives and the material over the course of the semester was a significant predictor of final interest in the course material (sr2 = .09, p < .01).

Scientific or scholarly significance of the study or 
work
The current set of studies provides focused definitions of relevance as well initial work on a self-report measure. As promoting relevance as a method of improving student motivation becomes integrated into educational practice, it is crucial for researchers to further develop the construct and provide guidance in how teachers can most effectively enhance relevance.

Authors

• Chris S. Hulleman, University of Virginia

• Jeffery John Kosovich, University of Virginia