The UV manipulation check: UV assignments elicit higher-quality utility-value connections than control summaries, and quality rises with more UV essays¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2–r3 · q3 · i0–i3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Students in UV conditions articulated higher-quality UV connections in their essays than controls (M = 1.96 vs. .45; t(571) = 14.78, β = 0.52, p < .001). → Canning 2018 q3 i0 The number of UV assignments predicted the average quality of UV connections within UV essays (t(489) = 2.03, β = .09, p = .043). → Canning 2018 (2)

Evidence¶

Canning 2018¶

Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving Performance and Retention in Introductory Biology with a Utility-Value Intervention. Journal of educational psychology. https://doi.org/10.1037/edu0000244

q3 · i3 · causal · r3

Manipulation check in the randomized experiment: essays coded 0–4 for specificity and personalness of UV connections, with 91% interrater agreement. The article reports "t(571) = 14.78, β = 0.52, p < .001" — a large effect — and that 88% of control students made no personal UV connections.

"As expected, students in the UV conditions made higher-quality UV connections (i.e., made more personal and more specific connections to curricular content) in their essays (M = 1.96, SD = .91) than those in the control condition (M = .45, SD = .40), t(571) = 14.78, β = 0.52, p < .001."

Canning 2018 (2)¶

Canning, E. A., Harackiewicz, J. M., Priniski, S. J., Hecht, C. A., Tibbetts, Y., & Hyde, J. S. (2018). Improving Performance and Retention in Introductory Biology with a Utility-Value Intervention. Journal of educational psychology. https://doi.org/10.1037/edu0000244

q3 · i0 · causal · r2

Supplementary internal analysis of UV essays only (excluding the 82 students with no UV essays), regressing average articulated utility value on number of UV assignments. The article reports "t(489) = 2.03, β = .09, p = .043" — a small effect — suggesting practice helps students find better UV connections.

"We found that number of UV essay assignments significantly predicted the average level of articulated utility value in UV essays, t(489) = 2.03, β = .09, p = .043 (M1UV = 2.87, SD1UV = 1.22; M2UVs = 2.99, SD2UVs = .95; M3UVs = 3.14, SD3UVs = .67)."

Discussion¶

Related Claims¶

• UV writing assignments showed more personal focus, more social and cognitive process content, and higher articulated utility value than control summary assignments — a broader claim this one bears on
• Students in the self-first variety condition articulated higher utility value than students in the other-first variety condition, indicating quality of utility connections depends on assignment sequence rather than type — related
• The overall intervention contrast comparing all UV conditions to control was not significant, and no individual UV condition significantly outperformed control in the dummy-coded model — related