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Tests of Measurement Invariance Across Time and Intervention Condition
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Interventions targeting students' perceived relevance of the learning content have been shown to effectively promote student motivation within science classes (e.g., Hulleman & Harackiewicz, 2009). Yet, further research is warranted to understand better how such interventions should be designed in order to be successfully implemented in the classro...
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... The results of the SUV latent variable revealed that the variables corresponding to personal utility value in a future career ("I would like a job that involves using science", "Learning science will give me more job opportunities when I am an adult," and "I need to do well in science to get the job I want") were the highest predictors of HA students' perceived SUV in learning (Table 7). Our results complement previously conducted studies on the link between SUV and careers (DeWitt & Archer, 2015;Gaspard et al., 2015;Gaspard et al., 2017;Gaspard et al., 2018;Sahin, 2015;Shin et al., 2019). ...
... The results of the first hypothesis test revealed that ICSL influences HA students' perceptions of SUV. This result is in line with the results of other researchers regarding the relationships between instructional clarity and students' perceptions of academic value (Gaspard et al., 2015;Gaspard et al., 2017;Gaspard et al., 2018;Maulana et al., 2016). ...
... Consistent with our second hypothesis, we found that HA students' perceptions of SUV had a direct and statistically significant effect on their MLS. A large body of research has confirmed that EVT is applicable to educational contexts, emphasizing the importance of utility value in promoting students' MLS (Gaspard et al., 2015;Harackiewicz et al., 2014;Huleman et al., 2017;Shin et al., 2019;Wigfield et al., 2017). The results from our third hypothesis test support EVT: Students' perceptions of SUV are important predictors of their MLS. ...
The study deals with the relevance of instructional clarity in science lessons to eighth-grade school students’ motivation and perceptions of science utility value. A secondary analysis of data from the Trends in International Mathematics and Science Study (TIMSS) was carried out for countries whose students' science achievement scores were higher than the TIMSS 2019 scale center point. The results revealed that instructional clarity increases high-achieving students’ motivation and perception of science utility value.
... Additionally, interventions such as motivational messaging could be designed to target the needs of various subgroups such as the value differences highlighted in Table 4 and 5 above. Such efforts have been previously shown to enhance participants' utility values (e.g., Gaspard et al., 2015;Hulleman et al., 2010), as well as competency-based beliefs (Brisson et al., 2017;Canning & Harackiewicz, 2015;Rosenzweig et al., 2022), which in turn have contributed to enhanced STEM student performance (e.g., Canning et al., 2018;Harackiewicz et al., 2016;Rosenzweig et al., 2022). ...
... Another effective approach to positively alter appraisals of value is through explicit highlighting or appraising of its value. However, it could also be effective if teachers, parents, or other influential figures explicitly emphasize the value of cognitive activities in younger populations (e.g., Acee and Weinstein 2010;Gaspard et al. 2015;Shin et al. 2018). For example, Gaspard et al. (2015) assigned ninth-grade students to either one of two relevance-inducing conditions (writing a text or evaluating value statements from other students) or a control condition (no intervention). ...
... However, it could also be effective if teachers, parents, or other influential figures explicitly emphasize the value of cognitive activities in younger populations (e.g., Acee and Weinstein 2010;Gaspard et al. 2015;Shin et al. 2018). For example, Gaspard et al. (2015) assigned ninth-grade students to either one of two relevance-inducing conditions (writing a text or evaluating value statements from other students) or a control condition (no intervention). While both relevance-inducing tasks increased the utility value (i.e., perceived usefulness of performing a task) reported by the students, only the condition involving the evaluation of value statements increased their attainment value (i.e., the importance attached to doing well) and intrinsic value (i.e., the enjoyment derived from doing a task). ...
Extensive research has highlighted the importance of Need for Cognition (NFC) in various contexts, but our understanding of its development remains limited. In particular, the current psychological literature is relatively silent regarding the factors influencing NFC development. We aim to address this gap by proposing a developmental model of NFC based on the principles of the Cognitive Adaptation Trait Theory (CATT). Through a comprehensive review of the current literature, we elucidate the potential key components contributing to the development of NFC in childhood and adolescence. Additionally, we outline several potential strategies to foster NFC development based on the key components of the model. The model aims to provide a starting point for future research on possible mechanisms underlying the development of NFC. Moving forward, future research should empirically test these hypotheses in real-world settings to enhance our understanding of NFC development and validate the suggested fostering strategies on their effectiveness.
... Thus, an intervention that uses examples from an area in which students are already interested in may present a way to reduce the threat of instructor-framed directly-communicated utility value interventions for students that perceived their competence to be low to some extent. Other approaches that seek to reduce this threat are peer-framed examples (instead of instructor-framed examples; Gaspard et al., 2015) and everyday-leisure examples (Canning & Harackiewicz, 2015). To also increase enjoyment and attention (and not only perceived value) of all learners by means of an instructor-framed directly-communicated utility value intervention, future research should investigate whether a higher level of personalization of the examples is necessary (Reber et al., 2018). ...
Utility value interventions are one approach to promote students’ interest experience and performance. It is unexplored how utility value interventions affect attention besides enjoyment and perceived value as important aspect of interest experience. The present research investigated the effects of a directly-communicated utility value intervention on students’ enjoyment, perceived value, performance and self-reported and neuronal attention (EEG alpha-band activity). In a first study, 139 psychology students watched a video-taped mathematics lecture online. The lecture emphasized the utility value of logarithms to psychology students by drawing on examples from psychology (nEG = 70). Examples from natural sciences were used in the control group (nCG = 69). In a second experiment with 52 psychology students (nEG = 23, nCG = 29) the same intervention was tested in a laboratory setting while the students’ electroencephalogram was recorded. The utility value intervention increased students’ perceived value in both settings. No main effect for any other outcome was found.
... In other words, there is a bidirectional spillover effect between academic self-concept and utility value in mathematics from the last year of common comprehensive school to the first class in upper secondary school. This also means that interventions based on utility value (Alberts et al., 2022;Gaspard et al., 2015;Rosenzweig et al., 2022) for secondary school students (compared to university students of mathematics) are quite a reasonable approach. This is especially true, since the utility value was also significantly related to the other two task values (or from T2 to T3 only with respect to the intrinsic value) in both literacy and mathematics. ...
The aim of this study is to examine both within-person and between-person associations of academic self-concept and task values in literacy and mathematics to identify the most promising motivational construct to prevent motivational decline during school transitions. The sample included 3636 students (average age at the start: 15.73 years, SD: 0.32 years) followed up three times from lower secondary school (T1) to the third year (T3) of upper secondary education, either in vocational or academic tracks. Multi-group random intercept cross-lagged panel models detected several spillover (cross-lagged) effects between self-concept and task values in mathematics but not in literacy. There were also marginal but significant differences between students from different educational tracks in both subjects. Overall, utility value and academic self-concept in mathematics were found to be the most promising motivational constructs in changing motivational beliefs, thus presenting important starting points in motivational interventions.
... Cost of providing feedback was measured according to Gaspard et al. (2015) representing various cost dimensions in three items, assessed on a 5-point Likertscale from 1 (do not agree) to 5 (fully agree), e.g., "Providing feedback drained me" (ωMcDonalds = .89). ...
Background: The prevailing interest in peer-feedback practices in higher education is ground-ed in their potential to foster students’ learning, understanding, and performance while reduc-ing instructor workload. This potential depends on students’ motivation to provide high-quality peer-feedback. Within this, students’ expectancies for and the value they place on peer-feedback provision as well as their achievement goals seem to be particularly impactful. How-ever, barely any research has investigated these relations. Aims: We aim to explain differences in peer-feedback quality based on feedback providers’ motivation in terms of mastery goals, work avoidance goals, expectancies for success, and task value. Methods and Sample: To answer these questions, we conducted two field studies in higher ed-ucation courses in which 254 and 173 students provided peer-feedback on written assignments. Students reported their mastery goals, work avoidance goals, expectancies for success, task value, and cost regarding the task right before providing feedback. This feedback was assessed in terms of its quality along three aspects: feedback length, criteria-based rating by trained raters, and receiver-perceived quality. Results: Consistently across both studies, structural equation modeling showed that task goals, utility value, cost, and partly expectancies for success and learning goals were associated dif-ferently with feedback length and peer-feedback quality, both criteria-based and student-perceived.Conclusions: Fostering task goals and utility value seems promising to encourage high quality feedback and subsequently foster student learning in higher education via peer-feedback. How-ever, the effects of cost warrants further investigation.
... This approach could help students buffer the effect of dimensional comparisons on their self-beliefs, as they are introduced to other perspectives that support their learning across different subjects (Helm et al., 2016;Sticca et al., 2023). In addition, helping students to realize the relevance of academic domains to daily life (Gaspard, Dicke, Flunger, Brisson, et al., 2015;Hulleman et al., 2010) may help them to have less reliance on their achievement when developing what they find enjoyable, worth engaging, and even important for them and useful for their present and future goals (e.g., Acee et al., 2018;Gaspard, Dicke, Flunger, Brisson, et al., 2015;Linnenbrink-Garcia et al., 2018). Second, our results highlighted that students' math intrinsic value and cost are the values most influenced by dimensional comparisons. ...
... This approach could help students buffer the effect of dimensional comparisons on their self-beliefs, as they are introduced to other perspectives that support their learning across different subjects (Helm et al., 2016;Sticca et al., 2023). In addition, helping students to realize the relevance of academic domains to daily life (Gaspard, Dicke, Flunger, Brisson, et al., 2015;Hulleman et al., 2010) may help them to have less reliance on their achievement when developing what they find enjoyable, worth engaging, and even important for them and useful for their present and future goals (e.g., Acee et al., 2018;Gaspard, Dicke, Flunger, Brisson, et al., 2015;Linnenbrink-Garcia et al., 2018). Second, our results highlighted that students' math intrinsic value and cost are the values most influenced by dimensional comparisons. ...
Students routinely compare their achievement across different subjects (dimensional comparison) and against that of their peers (social comparison). Yet, it is unclear how these comparison processes influence their task values (intrinsic, attainment, utility, cost) and the observed gender differences in these values. Utilizing structural equation models, we tested the associations between Grade 7 achievement (in Finnish and math) and Grade 8 task values among 1325 Finnish students (Mage at Grade 7 = 12.8 years, 52 % girls). We observed positive social comparison (within-domain) effects on all value facets, and partial negative dimensional comparison (cross-domain) effects: higher Finnish achievement was associated with lower intrinsic value and higher cost in math. Despite outperforming boys in Finnish and math, girls reported lower intrinsic value and higher cost in math -- effects not explained by achievement comparisons. These results imply that task values development may rely on comparisons of other factors beyond individual achievement. Educational relevance statement By assessing how common it is for students to compare their achievement across subjects and against their classmates, we aim to show how these comparisons shape their subsequent perceptions of task value (i.e., whether they like a specific subject, find it useful and important, or too costly or effortful). The findings indicate that students who were better performers in a subject (e.g., languages) ended up valuing this very subject, while also labeling the contrasting subject (e.g., math) as less interesting and more taxing. This pattern was similar among both male and female students, yet girls perceived math as less interesting and more taxing regardless of their achievement. Given the important role of task value in students' educational and career decision-making, we invite educators and researchers alike to consider carefully how these students compare their academic success across different subjects. We also invite further consideration of the social and contextual factors that could support students in developing adaptive task values.
... Studies examining the gender effects analyze attitudes toward science, related self-concept, and sense of belonging at different stages of development, retrospectively or longitudinally [13][14][15]. Interventions in mathematics and general science or STEM career aspirations often investigate their effects on females separately from males [16][17][18]. However, as pointed out by Jansen et al. [19] since student self-concept needs to be always examined as subject specific, interventions in order to be successful must be subject specific too (p. ...
... Notwithstanding, the analysis offers an interesting indication of the effects achieved by an intervention designed to address female underrepresentation in physics on male participants. Thus, our study's inclusive approach provides substantial added value by allowing for the comparison of effects on both genders, an aspect that has received limited attention in existing literature on interventions aimed at addressing gender disparities in physics or related disciplines [9,16,20,94]. While many interventions in this domain focus solely on girls, our study's reach extends to boys as well, presenting a valuable opportunity to examine gender effects more comprehensively. ...
To address the issue of gender disparity in participation in the physics state matriculation exam, a novel school visit program was designed. The program was facilitated by undergraduate university students of physics and related courses who visited schools providing lower secondary education and delivered a single-session workshop including hands-on demonstrations of physics principles, presentations about famous female scientists, information on physics-related careers, and the importance of adopting a growth mindset. In this paper, we present a detailed description of the principles underlying the workshop’s design and its final outline. Participants’ responses to a pre-post questionnaire are analyzed to assess the immediate effects of the workshop, particularly as regards changes in their opinions about physics and students’ intention to study it for their state matriculation exam. Female and male responses are analyzed separately to establish differences in the intervention’s effect between the two genders. Results show an increase among female students with positive perceptions of their physics knowledge and familiarity with physics role models. Our attempt to boost confidence, enjoyment, and perceptions of the relevance of physics proved challenging but yielded some positive results. Strikingly, girls reported positive change in their ability to imagine themselves as physicists and their intention to study physics for their matriculation exam. The intervention was more successful among younger girls. Results obtained from boys were positive but to a lesser extent. The study demonstrates an encouraging and strong positive impact of a uniquely designed, single-session intervention, especially on adolescent girls, and contributes to research on the effectiveness of gender equality-oriented science outreach interventions.
Published by the American Physical Society 2024
... Four qualities are crucial for designing effective interventions: First, the intervention should be tailored to the target group. For example, previous interventions have used metaphors and illustrative examples that were easy to understand for the target group or delivered the intervention's message via quotes from peers (Blackwell et al., 2007;Gaspard et al., 2015;Yeager et al., 2016). Some interventions also introduce peers who are struggling and need encouragement in the form of the intervention's core message (Aronson et al., 2002;Smith & Capuzzi, 2019;Zeeb et al., 2020). ...
... Third, the intervention should be short. The principle "less is more" seems to apply to targeted interventions: Many require just one main and perhaps one or two shorter follow-up sessions (Gaspard et al., 2015;Yeager et al., 2019). Such a brief intervention is likely to evoke less resistance than an extensive intervention (Yeager & Walton, 2011). ...
... Utility value was measured with four items. Based on previous research (Gaspard et al., 2015;Pintrich et al., 1991), the items focused on the usefulness of research competencies for teachers. Participants rated the statements on a scale ranging from 1 (do not agree) to 6 (agree very much). ...
We investigated whether growth mindset (GM) and utility value (UV) interventions can change preservice teachers’ skeptical beliefs about educational research and improve their willingness to engage with research. In an online experiment (Study 1, N = 84), the GM intervention increased growth mindset and research-related expectancy beliefs, and the UV intervention increased utility value beliefs. Both interventions also increased participants’ self-reported willingness to engage with research, and UV intervention participants additionally selected more science-related links for further reading. In a randomized field study (Study 2, N = 177), we compared the effects of the GM and UV interventions with an intervention that combined the central elements of the other two. The combined intervention was comparable to the GM intervention in increasing growth mindset and expectancy beliefs and comparable to the UV intervention in increasing utility value beliefs. It had no additional effects on willingness to engage with research. The combined intervention was therefore not more effective but more efficient than the individual interventions. We conclude that brief online interventions can be a practical tool for teacher educators who aim to support their learners’ research-related beliefs and motivation.
... For academic achievement, the social resource factors showed only a superficial effect, as it was not robust to our "many-worlds" analysis. Hence, to increase students' academic achievement, motivational interventions might be a better alternative (Gaspard et al., 2015;Piesch et al., 2020;Wigfield & Eccles, 2020). ...
Based on the relationships motivation theory, it can be assumed that social interactions in elementary school are essential for students’ development and especially for their school success. Thus, this study examined how vital social resources, more precisely social interactions with peers and teachers, are for two central aspects of school success, namely academic achievement and well-being. To this end, the representative German PIRLS 2016 data of 3959 fourth-grade students ( M Age = 10.34 years; N = 1,940 girls, 71% white) were analyzed. Social interactions were operationalized using factors indicating whether students experienced bullying from peers, and how much teacher support they perceived. We found that fewer bullying experiences and more perceived teacher support were positively related to academic achievement and enjoyment of school as a prominent aspect of school-related well-being. Applying machine-learning methods to avoid overfitting while including important control variables, only the effects of bullying experiences and perceived teacher support on well-being remained robust. The results underlined that positive relationship experiences were particularly important for students’ well-being but not necessarily incremental to students’ academic achievement.
