Effects of Prosocial Utility-Value Interventions in an Introductory Chemistry Class on Students’ Performance and STEM Persistence

• In Event: Motivation Interventions Unleashed: Considering Context and Culture in STEM

Abstract

Utility-value interventions (UVIs) help students find the personal relevance of course material and have been shown to promote interest, performance, and persistence in STEM fields. Recent research found that a modified version of the UVI – one that emphasizes the prosocial as well as personal relevance of course materials (prosocial-combined UVI) was particularly effective for first-generation college students. However, this new UVI has only been tested in one setting (a selective flagship university) to date. This study tested prosocial-combined and standard UVIs in an introductory chemistry course in a state university with greater ethnic diversity. Results suggest that the prosocial UVI may be particularly effective in promoting persistence for first-generation college students and students who were less confident in the class.

Authors

• Sirui Wan, University of Wisconsin - Madison

• Judith Harackiewicz, University of Wisconsin - Madison

• Michael W. Asher, Carnegie Mellon University

• Patrick N. Beymer, University of Cincinnati

• Cameron Hecht, University of Rochester

• Dustin Thoman, San Diego State University

• Nicole M. Else-Quest, University of California - Los Angeles