Promises and Pitfalls of Adapting Utility Value Interventions for Online Math Courses. Issue 2 (3rd April 2019)

• Record Type: Journal Article
• Authors: Rosenzweig, Emily Q.; Hulleman, Chris S.; Barron, Kenneth E.; Kosovich, Jeffery J.; Priniski, Stacy J.; Wigfield, Allan
• Is Part Of: Journal of experimental education. Volume 87:Issue 2(2019)
• Page Start: 332
• Page End: 352
• Publication Date: 2019-04-03
• Subjects: Expectancy value theory -- motivation -- intervention -- mathematics education -- adolescence; Education -- Experimental methods -- Periodicals; Educational psychology -- Periodicals; Education -- Periodicals; Psychology, Experimental -- Periodicals; 370.15
• DOI: 10.1080/00220973.2018.1496059
• Languages: English
• ISSNs: 0022-0973

Abstract

Abstract: A growing body of research suggests that interventions promoting students' utility value for a subject can improve their academic outcomes. However, numerous questions remain regarding how much to adapt prior intervention materials to promote utility value in new educational contexts and how implementation constraints of an educational context may impact the success of these interventions. In this study, using a design-based process we developed and tested three utility value interventions in a new educational context (online high school math). We found that one of the interventions increased utility value compared to control conditions, but we also encountered constraints on intervention implementation that limited the effectiveness of our intervention and the conclusions we could draw from this work. We use our experience as a case study to illustrate the costs and benefits of making certain implementation choices when partnering with practitioners to administer utility value interventions in new contexts.