Science Utility Value Intervention in Elementary School Classrooms: Examining Gender and Goal Structure as Moderators

• In Event: AERA Poster Session 4
  In Poster Session: Motivation in Education SIG Poster Session: Motivation in STEM Contexts

Abstract

Emerging evidence has corroborated that providing a utility value (UV) intervention is beneficial for students’ STEM motivation. Still, little is known about whether the UV intervention can improve young students’ motivation toward regular science classes, and for whom and where it is most effective. To this end, we implemented a science UV intervention in 23 fifth- and sixth-grade classes (N = 550). Our intervention enhanced students’ science UV, class interest, and career aspiration. Girls tended to benefit more from this intervention. The intervention efficacy remained significant after mastery goal structure explained large variances in student motivation and achievement, although mastery goal structure did not strengthen the intervention effects. The intervention contributed to students’ science achievement longitudinally through improving their self-efficacy.

Authors

• Dajung Diane Shin, Korea University

• Minhye Lee, Korea University - Brain and Motivation Research Institute

• Seoyeon Julie Jung, Brain and Motivation Research Institute

• Yoonah Park, bMRI/Korea University

• Jiamin Low, Korea University - Brain and Motivation Research Institute

• Sung-il Kim, Korea University

• Mimi Bong, Korea University