Relevance Interventions: Clarifying Type and Timing

• In Event: 65.058 - Moving Utility Value Research Forward: Examining Moderators, Mediators, and Context

Abstract

Objective
If educators and parents can help students find relevance or meaning in a subject, they may be able to promote interest and achievement. To do this, however, it is not clear what aspects of utility value are most important. This research aims to answer two questions: “How should we communicate value?” and “When should we incorporate relevance?” We will present two laboratory studies and one field experiment in a college biology classroom that help answer these questions.

Theoretical Perspective
Our work is based in Eccles’ expectancy-value model (Eccles & Wigfield, 2002), with a particular emphasis on utility value. Students’ perceptions of utility value are malleable, and we test interventions designed to promote them in particular topics, hypothesizing that an increase in perceived utility value will foster interest (Hidi & Renninger, 2006) and improve academic performance (Harackiewicz & Hulleman, 2010). However, it is not clear how to help students find utility value in their schoolwork. Should educators tell their students that schoolwork is important or should they help students discover this on their own? Furthermore, it is not well understood when during the learning process that relevance information is most effective. Should educators incorporate relevance information at the beginning or end of instruction? The current studies explore the best ways to communicate value, particularly for students most at risk – those with low confidence in their ability.

Method
Across two laboratory studies (N=243) participants learned a new technique for mentally solving multiplication problems. In study 1, participants either received information about how the math technique was relevant to them (directly communicated within the learning program) or generated their own examples of relevance. In study 2, we manipulated the timing of directly-communicated and self-generated relevance, either before or after learning the new math technique. Finally, working in the context of a year-long introductory biology class for college students, we randomly assigned 583 students to write utility value essays or essays that summarize a topic at three different time points throughout the semester.

Results
In study 1, we found that when participants generated their own ideas of relevance they were more likely to solve more problems correctly using the new math technique when given a multiplication exam. We also found that directly-communicated utility value information undermined performance and interest for participants who lacked initial confidence in their math ability. Study 2 suggests that the timing of self-generated relevance is especially important for those who lack confidence. We found that writing about relevance early in the learning process undermined interest for those who initially doubted their ability to succeed. Finally, in our field experiment, we found that students who completed three utility value writing assignments earned higher grades in the course and were more likely to enroll in the second semester of the course.

Significance
These results highlight the importance of communicating relevance information in a way that benefits everyone. These results will also help inform the development of more effective utility value interventions.

Authors

• Elizabeth Ann Canning, University of Wisconsin - Madison

• Stacy J. Priniski, University of Wisconsin - Madison

• Yoi Tibbetts, University of Wisconsin

• Judith Harackiewicz, University of Wisconsin