Book contents
- The Cambridge Handbook of Motivation and Learning
- The Cambridge Handbook of Motivation and Learning
- Copyright page
- Epigraph
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Acknowledgments
- Introduction Motivation and Its Relation to Learning
- Part I The Self and Its Impact
- Part II Rewards, Incentives, and Choice
- Part III Interest and Internal Motivation
- Part IV Curiosity and Boredom
- Part V Goals and Values
- 21 Motivated Memory
- 22 Conceptualizing Goals in Motivation and Engagement
- 23 Achievement Goal Orientations
- 24 Expectancy-Value Theory and Its Relevance for Student Motivation and Learning
- 25 Utility Value and Intervention Framing
- Part VI Methods, Measures, and Perspective
- Index
- References
25 - Utility Value and Intervention Framing
from Part V - Goals and Values
Published online by Cambridge University Press: 15 February 2019
Book contents
- The Cambridge Handbook of Motivation and Learning
- The Cambridge Handbook of Motivation and Learning
- Copyright page
- Epigraph
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Acknowledgments
- Introduction Motivation and Its Relation to Learning
- Part I The Self and Its Impact
- Part II Rewards, Incentives, and Choice
- Part III Interest and Internal Motivation
- Part IV Curiosity and Boredom
- Part V Goals and Values
- 21 Motivated Memory
- 22 Conceptualizing Goals in Motivation and Engagement
- 23 Achievement Goal Orientations
- 24 Expectancy-Value Theory and Its Relevance for Student Motivation and Learning
- 25 Utility Value and Intervention Framing
- Part VI Methods, Measures, and Perspective
- Index
- References
Summary
Students often lose interest in critical introductory courses that act as gateways to successive courses and careers. Utility value writing interventions have been designed to help students find the personal relevance and value of course material in order to promote interest and performance. However, little is known about how best to implement the intervention in terms of how to frame it, particularly in multi-level classrooms where students enter the course with different goals, challenges, and educational backgrounds. In this chapter, we review the research on utility value writing interventions and discuss differential findings across educational contexts. Using a case study in two-year colleges, we consider psychological (e.g., confidence, engagement) and cognitive (linguistic indicators of cognitive processing) mechanisms for the success of the intervention, as well as how the intervention can be beneficial for students with varying levels of interest and performance. We conclude with implications for intervention framing and directions for future research.
- Type
- Chapter
- Information
- The Cambridge Handbook of Motivation and Learning , pp. 645 - 662Publisher: Cambridge University PressPrint publication year: 2019
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