Do Implementation Intentions Improve the Effects of a Utility Value Intervention in High School Math?

• In Event: 58.072 - Developments in Expectancy Value Intervention Research

Abstract

This study explored whether the effects of a utility value intervention (Hulleman & Harackiewicz, 2009) would be larger when combined with a task asking students to set goals regarding their math homework (i.e., implementation intentions; Gollwitzer, 1999). We randomly assigned 571 high school math students to receive a utility value plus implementation intentions intervention, or to receive a utility value intervention alone. We found no overall differences on motivation, homework effort, or achievement. Students with higher math interest and self-concept and lower perceived cost in math reported higher post-test homework effort in the utility value plus implementation intentions condition, and students with higher math interest earned higher math grades. However, lower-motivation students showed slightly lower levels of these outcomes.

Authors

• Emily Quinn Rosenzweig, University of Wisconsin-Madison

• Isabelle Häfner, University of Tübingen

• Hanna Gaspard, University of Tübingen

• Brigitte Maria Brisson, Tuebingen University

• Ulrich Trautwein, University of Tubingen

• Benjamin Nagengast, University of Tübingen