Comparing the Effects of Two Utility Value Interventions on Graduate Studentsu27 Interest, Performance, and Perceptions of Utility Value

摘要

The present study compares the immediate and delayed effects of teacher- vs. student-generated utility value interventions on studentsu27 interest, performance, and perceptions of utility value. In addition, it examines whether sense of autonomy mediates the relationship between type of utility value intervention and performance. The study is grounded in self-determination theory and expectancy-value theory and adopts a 3x3 mixed model design, with random assignment of participants to two relevance instruction conditions and a control condition.Findings suggest that the teacher-generated utility value intervention was more effective than the student-generated utility value intervention and the control condition in terms of increased performance and utility value. Furthermore, all students demonstrated significant increases on all dependent variables on the immediate post-test compared to the pre-test. The increased scores remained stable across time, with the exception of utility value, which dropped significantly from immediate to delayed post-test. Finally, the results indicate that autonomy did not mediate the effects of the utility value interventions on effort and performance. Educational implications and directions for future research are discussed.