Are There Benefits to Combining Social and Cognitive Writing Interventions? A Mixed-Methods Investigation

• In Event: 58.072 - Developments in Expectancy Value Intervention Research

Abstract

This mixed methods study examined whether a combined battery of established writing interventions administered to science undergraduates would elicit intended themes, if themes would re-emerge in other reflections, and whether prevalence of themes associated with motivational changes. Students completed five reflections over a semester on their own time on the course’s learning management system site. Each prompt elicited its intended theme, which was also prevalent in additional writings. Prevalence of themes associated significantly with unanticipated motivational changes (e.g., relevance with decreased utility value), indicating potential influence of task conditions and co-occurring themes. Findings suggest sufficient implementation fidelity, but that extensive, systematic exploration is needed to determine how combining reflective tasks influences the ways reflections induce changes in motivation and beliefs.

Authors

• Manognya Murukutla, University of Nevada - Las Vegas

• Celeste Calkins, University of Nevada - Las Vegas

• Matthew L. Bernacki, University of Nevada - Las Vegas