Improving Motivation and Achievement in Community College Math: The Efficacy of a Utility-Value Intervention

• In Event: AERA Poster Session 10
  In Poster Session: Motivation in Education SIG Poster Session: Contextual Factors, Teacher Motivation, and Motivational Interventions (San Diego)

Abstract

The present study examined the efficacy of a standard and a customized utility-value intervention with 587 community college students enrolled in introductory math courses. Results indicated that both utility-value interventions increased math performance through improving math relevance. There were no significant differences between the standard and customized conditions. Further, the utility-value interventions (standard and customized) increased math relevance for first-generation and continuing-generation students similarly, however, for first-generation students who experienced a decrease in relevance in the absence of utility-value interventions, the effects of the interventions were more pronounced. Results imply that by investing in standard low-cost interventions, community colleges, which typically serve majority first-generation students, could improve student success and retention and narrow opportunity gaps between first-generation and continuing-generation students.

Authors

• Michelle Francis, University of Virginia

• Delaram A. Totonchi, University of Virginia

• Megan Moran, University of Virginia

• Joshua Davis, University of Virginia

• Yoi Tibbetts, University of Virginia

• Kenn E. Barron, James Madison University

• Chris S. Hulleman, University of Virginia