Large Gains in Undergraduate Biology Student Achievement From a Combined Cognitive-Motivational Intervention

• In Event: 32.026 - Interventions for Enhancing Cognitive and Motivational Outcomes

Abstract

We built on two cognitive and three motivational theoretical constructs to create a combined intervention aiming to improve course achievement and retention in STEM for first-year (“gateway”) biology students. Participants were 350 students in one of 8 conditions or a no-treatment control group. Messages supporting cognition and motivation were provided via a Blackboard site, with participation rates of 63-83%. Five of 8 conditions improved course grades over BAU, d = .46 - .69. Combinations of cognitive and motivational supports are better than either alone.

Authors

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign

• Avi Kaplan, Temple University

• Delaram A. Totonchi, Old Dominion University

• Erica Chew, Old Dominion University

• Kevin Stine

• Kyle R Mara, University of Southern Indiana

• Michael Balsai

• Taylor Williams, University of Illinois at Urbana - Champaign

• Ting Dai, University of Illinois at Chicago

• Tony Perez, Old Dominion University

• Yonaton S. Davidson, Temple University