Relate to Motivate: An Online Intervention for Students From Backgrounds of Poverty

• In Event: 53.041 - Research, Evaluation, Assessment, and Accountability in Schools: Showcasing the Work of Graduate Student Scholars

Abstract

To offset obstacles related to the socioeconomic achievement gap, an online intervention used teacher-provided change-oriented feedback on students’ responses to prompts about the future. This mixed methods study analyzed perceptions of competence, thoughts of possible future selves, student regulation, and motivation, as well perceptions about the online nature of the intervention. Though the sample was small, this intervention showed a significant impact on students’ perceptions of future selves. Statistical significance was found in relationship to students’ feelings of competence and future success. Qualitative data suggested the intervention has the potential to positively increase students’ college and career readiness. Findings indicate the intervention has the potential to help mediate some of the barriers faced by students from backgrounds of poverty.

Author

• Natalie Duvall, Johns Hopkins University