Presenter(s): Anna O’boyle − Educational Foundations
Faculty Mentor(s): Jenefer Husman
Poster 113
Research Area: Motivation
Many educators are interested in the ways in which students’ motivation and learning can be enhanced. We have explored utility value interventions in the classroom used in prior research in order to demonstrate the value of intervention studies guided by psychological theories. This research was conducted by searching the key terms “college,” “course,” “connections,” “introductory,” “prompt,” “utility value intervention,” and “young adult.” We investigated prior research cited by Hulleman and Kosovich (2016) in order to demonstrate that the utility value intervention, which influenced whether students established connections between the course material and their lives, increased both the interest and performance of young adult students in a course. This research suggests a positive correlation between students establishing connections and expecting to do well in the course, valuing course content, and continuing interest in the field. The results from the various studies were organized into a table by their reference, population, intervention details, and outcome variable. This review of the replications and extensions of utility value interventions in the classroom suggests that social-psychological interventions enhance students’ motivation and performance. Due to the ambiguity of supporting students’ motivation and learning, this research informs methodology in the future by which educators can design utility value interventions that support students’ abilities to establish connections between the course material and their lives. Consistent with prior research, the design and implementation of targeted psychological interventions can significantly influence student learning and development.