Examining a Weekly Utility Value Intervention in Introductory STEM Courses

• In Event: Advances in Expectancy-Value-Cost Research

Abstract

We developed, implemented, and evaluated a weekly utility-value intervention (UVI) in which students reflected on the value of course content for 13 consecutive weeks in two separate courses: physics (N = 716) and chemistry (N = 1,390). In both physics and chemistry, results suggested that those who participated in the weekly UVI had higher average weekly interest compared to those in the control group. In chemistry, the weekly UVI increased final course interest and STEM career intentions. In physics, the weekly UVI increased course grades for racially marginalized students, when compared to racially marginalized students in the control group. Positive effects demonstrate the potential of weekly motivational interventions that minimize instructor burden for enhancing college students’ STEM interest and participation.

Authors

• Patrick N. Beymer, University of Cincinnati

• Emily Quinn Rosenzweig, Teachers College, Columbia University