Interventions to Promote STEM

Motivation: The Importance of Values

Judith M. Harackiewicz

Department of Psychology

University of Wisconsin - Madison

Growing body of literature shows that social-psychological interventions can have potent effects on motivation and performance, especially for underrepresented students

Simple interventions based on motivational theory, first tested in controlled laboratory conditions

Brief Interventions Have Big Effects

Social – Cognitive Approach to Motivation

Expectancy – Value framework (Eccles)

Consider expectancies, self-efficacy

and

Values – perceived values, task values

The importance of values

Expectancy-value theory highlights the importance of

perceived task values – intrinsic value, attainment value,

and utility value

When students perceive value in academic tasks, they

become more highly motivated, interested and engaged

We have been developing interventions to help students

find value in their academic pursuits

These interventions focus on as the most

malleable of these task values

Experimental Paradigm

Teach undergraduates

a new mental math

technique (multiply

left to right without

pencil and paper)

15-minute learning

session

Should we tell students about utility value

and give them examples?

Many everyday tasks require direct or indirect use of math. Youmay have been using a calculator to do math all this time, but learning and mastering this mental math technique now can help you carry out these tasks more efficiently.

You may not yet know what field you will go into after college, but many careers require the use of math. Learning this mental math technique now can help you prepare for whatever career you choose in your future.

Go on to the next page.

Mental Math can be used in a variety Mental Math can be used in a variety

of real world applicationsof real world applications

ConsiderConsider thethe followingfollowing waysways inin

whichwhich mentalmental mathmath isis usefuluseful:InIn everydayeveryday situationssituations:

• You might use mental math when managing your bank transactions

• You might use mental math to compute the best deal when shopping online or in stores for books, electronics, or clothes

• You might use mental math to figure out tips at restaurants

InIn youryour futurefuture:

• As an adult, you might use mental math to plan budgets, make mortgage payments, or manage investments

• Most college graduates enter professions that require math, so mental math can be useful in your future career

Go on to the next page.

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Manipulating Utility Value

Telling students about utility value

promotes interest for students who are

already interested or performing well

Can we help students discover utility value on their

own, and might this be more effective for students

who lack interest or confidence?

Manipulate value through writing

Writing Manipulations

Utility Value:

Type a short essay briefly

describing the potential relevance of this technique to your own life, or to the lives of

college students in general. . .

Please focus on how this technique could be useful to you or to other college students.

Control:

Type a short essay describing

the objects that you see in the

picture. Simply describe in

detail the objects that you see.

If I were able to fully master this technique, I believe that I

would be able to teach it to my family who farms cash crops.

I think that for farmers who are able to use this accurately

they would be able to cut down on times of calculating

spray used per acre..

Someday I may even be helping my own kids with math, and

the use of this technique will be very useful in teaching them

how to do their problems.

I feel that mental math will be extremely helpful to me

in my life, especially in event planning. Having a position in

my sorority constantly has me multiplying numbers and

prices for over one hundred girls ordering various clothing…

Lab study: The intervention works best for

students who lack confidence

Interaction β = .26, p = .01

Perceived Utility Value

Interaction β = .15, p < .15

Interest

Can we extend these experimental findings to high

school science classes?

Utility Value Intervention

High school science student

Topic: The 8 Characteristics of Life

“The reason I chose characteristics of life because when I grow up I want to be a doctor. Doctors need to know

about the characteristics of life in order to help their

patients. This information can help me when I have to

take advanced biology in college. My brothers are

always getting sick and knowing about homeostasis and

virus can help me find out why they’re always getting sick. And I want to be a laboratory technician. They

need to know about DNA and stuff.”

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High school science classes: Interest

Hulleman & Harackiewicz, Science, 2009

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High school science classes: Grades

Utility value works in the science class; can we use utility value to get kids to take the science classes?

STEM preparation (or lack thereof)

A proper foundation in science, technology, engineering, and math (STEM) is critical for the future of our nation

Only 56% of students take chemistry in high school, 29% take physics, and just 12% manage to take calculus (NSF, 2006)

This is a motivational problem….

Parents: An untapped resource?

Can we convince parents of the utility value of

math and science for their teen?

Can parents help their children discover and

appreciate the utility value of these courses?

Can we convince parents to talk to their teens,

and will this influence their teens’ course-taking behavior?

The Intervention

Families were part of a longitudinal study (Wisconsin

Study of Families and Work (Hyde)

81 families randomly assigned to receive our

; 100 families did not (control group)

Brochures sent to parents in fall of 10th grade, and a

different brochure was mailed in January of 11th grade.

In 11th grade, parents were also given access to a

password-protected website.

Intervention was exclusively targeted at parents;

families were followed through teen’s graduation

This research was supported by NSF DRL 0814750

Do you ever wonder what you can do to help your

child succeed in school?

When students make connections between school

and the real world they are more successful in

school….

Encouraging your child to make these connections

may be easier for some school subjects and harder

for others...

The enclosed brochure provides examples of how

topics in math and science are relevant to students’

daily lives and future occupations.

The Website

Accessible only to families in experimental group

http://choiceahead.wceruw.org

Website contains:

Interviews with current college students

Clickable links for websites about STEM topics, career planning, college planning, etc

Emailing option for parents to send links to teen

http://choiceahead.wceruw.org

Did the intervention affect parents?

In 86% families, parents reported sharing these

resources with their teen

In 82% families, at least one parent logged into website

In 75% families, teen confirmed exposure to the

brochures and/or website

Significant intervention effects

Mothers perceived greater value of math and

science for teen

Teens reported more conversations with parents

about course taking and STEM subjects

Some success influencing parents’ attitudes and

behavior, but what about teen behavior?

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College Graduate School

Parents' Education Level

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Control Group

Intervention Group

Semesters of math and science in years 11-12

Two significant effects:

parents’ education level, β=.17, and the intervention effect, β=.16

Harackiewicz, Rozek, Hulleman, & Hyde, 2012, Psychological Science

Modest intervention with parents yielded a

significant change in teens’ behavior

Results contribute to a growing body of literature

showing that brief social-psychological

interventions can have potent effects

What about achievement gaps?

Undergraduate Biology Classes at

UW-Madison

Gateway course: Biology sequence taken by Bio majors,

pre-meds, pre-vets, nursing students, pre-health, etc

Prerequisite for 34 biomedical majors

Large lecture course with lab and discussion sections

Multiple lecturers, TAs, course coordinators

- No gender differences

- Underrepresented Ethnic Minority (URM) students

(African American, Latino, Native American) perform

more poorly in this course (racial achievement gap)

- First Generation students perform more poorly in this

course (social class achievement gap)

Achievement Gaps In This Course

The Intersection of URM and

Generational Status

• Underrepresented minority students -- 6-10%

• First-generation students -- 20%

• Some URM students are also first-generation; important

to disentangle effects of URM and social class

• Data collection over 2 years to survey enough students to

separate these effects and test a utility-value intervention in

a college science class….

Our sample

Majority (Caucasian/Asian)

Continuing generation 423

First generation 427

Minority (URM)

Continuing generation 126

First generation 64

This research supported by

NIGMS- RO1 GM 102703

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Incoming GPA Percent Free/Reduced Lunch

Unique Pattern

• First-generation minority students face many challenges:

• Lowest incoming GPA

• Highest level of high school poverty

• Weakest background in biology

BUT…

• Highly motivated to do well and make a contribution to society

• Strong desire to give back to family and community

Utility Value Intervention

Select a concept that was covered in lecture and formulate a question:

Write an essay addressing this question and discuss the

relevance of the concept or issue to your own life

OR

Write a letter to a family member or close friend, addressing

this question and discuss the relevance of this specific

concept or issue to this other person

Control:

Write a response to your question - summarize the material

in your own words

Utility Value Intervention

Three assignments (UV or Control) administered over the

course of 13-wek semester – one in each unit of course

-- Assignments delivered via email 2-3 weeks into unit

-- Cursory feedback provided

--Curricular intervention

--Easy to implement with online learning program

-- All assignments have pedagogical value

“I never realized how much a biology class could apply directly into

my life. I often take subjects for granted by just trying to memorize

the material and concepts while never truly putting my full attention

into learning the entirety of the subject matter. The discussion on

diabetes made me realize how important all the functions of the body

are to our every day lives. This has given more incentive to gain full

understanding of the material presented in class.”

“Before being enlightened this semester, I never knew that plants

affect virtually every aspect of my life. I've always seen that they're

everywhere, but I never realized that they affect everything from my

health to my environment. It's safe to say that I've been converted to

a tree-hugging plant enthusiast”

Utility Value helps all students

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Performance in the course

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Motivation in STEM courses

Our research suggests that simple social psychological

interventions can close gaps in STEM achievement

by helping students appreciate the relevance and

utility value of course material

Thank you

Elizabeth Canning, Yoi Tibbetts, Stacy Priniski, Janet

Hyde (biology project)

Chris Rozek, Chris Hulleman, and Janet Hyde (parent

project)

Kerstin Krautbauer, Cindee Giffen, Kerry Martin

Our Biology colleagues, Doug Rouse, Seth Blair

NSF (DRL 0814750)

NIH (Award #R01GM102703 )

And special thanks to the students and families who

have shared their lives with us to improve the education

of others

Why are you pursuing your current career

goals?

I am pursuing my career goals because of the

increasing health disparity in minority

communities. I want to work at a clinic in

which disadvantaged communities are getting

optimal health care from pediatrics to

geriatrics. I want to help people elongate

their lives and advocate for their own health.

How and why did your career plans / change?

It was difficult to be in a major with people that only

wanted to make money and not care about social

justice issues.

Why are you pursuing your current / career goals?

fight ignorance and to empower underrepresented

individuals/communities

3 specific reasons for career goals:

help people feel like they belong, reduce the

achievement gap

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Biology Background Belonging Uncertainty Competence Valuation Desire to Contribute to Society Helping Motives

Cell Biology Essay Assignment

This assignment is designed to help in your comprehension and understanding of some

major concepts covered in this unit, and to help improve your writing skills. It is also

intended to help you discover the personal relevance of one particular topic in this unit.

Assignment: Select a concept or issue that was covered in lecture and formulate a

question. This question should be stated explicitly in your assignment, either as the title

or in the first paragraph. Select the relevant information from class notes and the

textbook, and write a 1-2 page essay (double-spaced):

Write an essay addressing this question and discuss the relevance of the concept or

issue to your own life. Be sure to include some concrete information that was covered

in this unit, explaining why this specific information is relevant to your life oruseful for you. Be sure to explain how the information applies to you personally and

give examples.

Since you will be writing about science from a personal perspective, you should give

personal examples and can use personal pronouns (I, we, you, etc.). You do not need to

provide citations.

With some scaffolding, especially on first assignment

Here are some examples of questions you could address:

How are the chemistry of water and the chemistry of life related?

What would happen if cell membranes had no transmembrane proteins?

3) In lecture, we’ve been learning about carbohydrates as energy storage

macromolecules. If Bucky Badger was writing this essay, he might choose this

topic, and then relate it to his life in the following way: At the Badger home

football games, Bucky does one push-up for each point the team scores during the

game. Because carbohydrates store energy and push-ups require a lot of energy,

Bucky might want to think about eating extra carbohydrates the night before or

the morning of what he thinks might be a high-scoring football game. If he has to

do a lot of push-ups because the Badgers score a lot of points, he will have ample

stores of glycogen with which to power his biceps during the game. This is an

example of an approach you might take and questions you might formulate. This

assignment requires that you formulate your own question and approach, so do

not use these specific examples for your paper.

If you have questions: Questions about this assignment should be addressed to

BP, course coordinator, not to your TA.

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Competence Valuation

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Study Biology to Contribute to Society

Reasons for Completing a College Degree

- Help my family out after I’m done with college

- Give back to my community

- Provide a better life for my own children

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