- Browse
Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
- Navigation and Settings Menu
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
X (Twitter)
Context Matters: Learning Environments' Impact When Motivational Interventions Are (or Aren't) Effective
Sat, April 13, 3:05 to 4:35pm, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 1Session Type: Symposium
Abstract
While motivational interventions hold promise of improving students' attitudes and performance, there is substantial heterogeneity in intervention effects that warrant investigation of influential factors. The purpose of this symposium is to center the role of context in shaping the efficacy of motivational interventions. Four papers will be showcased, each presenting on a unique intervention (mindset intervention, strength-based learning intervention, utility-value intervention, and social belonging intervention) and each highlighting a distinctive pattern in which the context influences intervention efficacy. Another important takeaway will be the implications that results have for equity. By shifting our focus from individual moderators to understanding the role of context, we turn our attention from “fixing” the student to creating more supportive and equitable learning environments.
Sub Unit
Chairs
Papers
When Do the Effects of Mindset Interventions Persist? Testing the Mindset x Context Hypothesis - Cameron Hecht, University of Rochester; Samuel D. Gosling, University of Texas at Austin; Christopher Bryan, University of Texas at Austin; Jeremy Jamieson, University of Rochester; Jared S. Murray, University of Texas at Austin; David Yeager, University of Texas at Austin
Designing Strength-Based Learning Contexts to Support Students From Lower Socioeconomic Status Backgrounds - David M. Silverman, Northwestern University; Ivan A. Hernandez, San Diego State University; Mesmin Destin, Northwestern University
Learning Contexts Matter: Heterogeneity in Utility-Value Intervention Effects - Delaram A. Totonchi, University of Virginia; Claudia C. Sutter, CourseKata; Yoi Tibbetts, University of Virginia; Jamie DeCoster, University of Virginia; Joshua Davis, University of Virginia; Michelle K Francis, University of Virginia; Emma Huelskoetter, Tennessee Board of Regents; Kenn E. Barron, James Madison University; Chris S. Hulleman, University of Virginia
Where Does a Belonging Intervention Increase Receipt of College Credentials? The Role of Institutional Affordances - Shannon T. Brady, Wake Forest University; Gregory Mariotti Walton, Stanford University; Parker Goyer, The College Board; David Yeager, University of Texas at Austin