Utility Value and Intervention Framing

• In Event: Motivation and Learning: What Is Provocative and/or Novel?

Abstract

We discuss the research on utility value writing interventions and review disparate findings across educational contexts. We also explore possible mechanisms for the success of the intervention and differential effects of intervention framing.

Our work is based in Eccles’ expectancy-value model (Eccles & Wigfield, 2002), with a focus on utility value (UV)—the perception that a task is useful or relevant for present or future goals. UV writing interventions have been designed to help students find the personal relevance and value of course material in order to promote interest and performance (Harackiewicz et al., 2016; Harackiewicz & Hulleman, 2010). However, little is known about how best to implement the intervention, in terms of how to frame the intervention, particularly in multi-level classrooms where students enter the course with different educational backgrounds.

Using a case study in 2-year colleges, we consider possible mechanisms for the success of the UV intervention, as well how the intervention can be beneficial for students with varying backgrounds.

Our review of UV intervention research revealed two critical insights. First, context is important—in some contexts, such as 4-year colleges, students overcame weak backgrounds in the content area, because the intervention tapped other motivational processes that led to increased engagement. In other contexts, such as 2-year colleges, students’ lack of preparation, may have limited the efficacy of the intervention. Second, although originally thought to be helpful, providing UV examples may actually be too threatening to implement with students who struggle with course material.

Our review of UV intervention research suggests that the effects of UV interventions are more variable than originally thought. Testing the UV intervention in more diverse settings revealed important limitations of the intervention which provided more insight into the mechanism of the intervention.

Authors

• Elizabeth Ann Canning, Indiana University - Bloomington

• Judith Harackiewicz, University of Wisconsin