Value-Reappraisal and Goal-Setting Intervention Effects on Attitudes and Performance in College Statistics

Autor/in	Acee, Taylor W.
Titel	Value-Reappraisal and Goal-Setting Intervention Effects on Attitudes and Performance in College Statistics
Quelle	In: Journal of Experimental Education, 91 (2023) 2, S.298-316 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2021.1993773
Schlagwörter	Goal Orientation; Undergraduate Students; Intervention; Statistics Education; Student Motivation; Academic Achievement; Teaching Methods; Introductory Courses; Task Analysis; Learning Processes; Outcomes of Education; Scores; Tests; Prediction; Competence; Learning Strategies; Questionnaires; Likert Scales; Student Attitudes; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Schulische Motivation; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Aufgabenanalyse; Learning process; Lernprozess; Lernleistung; Schulerfolg; Examination; Prüfung; Examen; Vorhersage; Kompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Likert-Skala; Schülerverhalten
Abstract	The purpose of this study was to test the effects of a value-reappraisal intervention (VR) on students' motivation and performance compared to a goal-setting intervention (GS) and information-literacy control condition (C). Eighty-eight female students in an undergraduate introductory statistics course were randomly assigned to one of the three conditions. VR yielded statistically significant increases in students' intrinsic value, endogenous instrumentality, task value, and intentions to continue learning statistics, but not perceived competence. GS and C had no effects on these outcomes. For exam performance, in one course section VR benefited students with lower preintervention exam scores; there were no intervention effects on exam performance in the other section. Examined only for GS, self-reported goal progress predicted changes in perceived competence over two weeks. Theoretical and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01