Injecting utility value in a microbiology class for undergraduate nursing students

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Learning in Context: Cognitive, Motivational, and Technological Pathways Across Diverse Educational Landscapes

Abstract

Based upon situated expectancy-value theory (Eccles & Wigfield, 2020), in this multiple-methods study we examined five motivational factors and course grades in a redesigned undergraduate nursing microbiology course incorporating utility value assignments (N=154). We examined changes in variables over two timepoints (T1 and T2) within one semester and the relationships between them. Repeated measures MANOVA, with Bonferroni corrections, revealed significant increases in intrinsic value, utility value, and social comparison. Cross-lagged panel modeling showed that higher T1 utility value predicted T2 attainment and utility value, while greater T2 perceived costs predicted lower final grades. Topic modeling of students’ open-ended reflections uncovered six topics, illuminating how students frame and apply utility value in their learning.

Authors

• Vanessa Zhang, The Ohio State University

• Rylan Deer, The Ohio State University

• Huy Nguyen, The Ohio State University

• Shirley L. Yu, The Ohio State University

• Andrew Holmes Perry, The Ohio State University

• Wonjoon Cha, The Ohio State University

• Arianna Henning, The Ohio State University

• Kimiko Ching, The Ohio State University

• Michelle R. Richard, The Ohio State University

• Madhura Pradhan, The Ohio State University