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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2–r3 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The intervention contrast (all UV conditions vs. control) showed no significant effect on any outcome. → Priniski 2019 q3 i? In the dummy-coded replication model, no UV condition showed a statistically significant effect versus control, which the authors attribute to the smaller sample size. → Priniski 2019 (2)

Evidence¶

Priniski 2019¶

Priniski, S. J., Rosenzweig, E. Q., Canning, E. A., Hecht, C. A., Tibbetts, Y., Hyde, J. S., & Harackiewicz, J. M. (2019). The Benefits of Combining Value for the Self and Others in Utility-Value Interventions. Journal of Educational Psychology. https://doi.org/10.1037/edu0000343

q3 · i? · causal · r3

In the RCT's primary analyses, the omnibus intervention contrast against the summary-writing control condition was not significant for course performance or the motivational outcomes, as quoted.

"Finally, there were no overall effects of the intervention contrast (comparing all UV conditions, on average, to the control condition) or interactions with the intervention contrast"

Priniski 2019 (2)¶

Priniski, S. J., Rosenzweig, E. Q., Canning, E. A., Hecht, C. A., Tibbetts, Y., Hyde, J. S., & Harackiewicz, J. M. (2019). The Benefits of Combining Value for the Self and Others in Utility-Value Interventions. Journal of Educational Psychology. https://doi.org/10.1037/edu0000343

q3 · i? · causal · r2

In the supplementary dummy-coded replication model comparing each UV condition individually against control, no condition reached significance; the authors attribute this to the smaller sample size, as quoted.

"We did not find any statistically significant intervention effects in the dummy-coded model for the current study, likely due to the smaller sample size"

Discussion¶

Related Claims¶

• Giving students a choice between self-focused and other-focused utility-value assignments produced higher course grades than fixing the assignment type — related
• In replication analyses, the variety conditions were particularly beneficial for students with low prior GPAs, while the same-type-only conditions had negligible effect sizes — related
• UV writing assignments showed more personal focus, more social and cognitive process content, and higher articulated utility value than control summary assignments — related
• In a college biology course, students assigned a variety of self- and other-focused utility-value assignments earned higher course grades than students who wrote the same assignment type three times — related
• Among students with low performance expectations, self-first variety (a self-focused essay followed by other-focused letters) produced higher grades than other-first variety — related
• 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 UV manipulation check: UV assignments elicit higher-quality utility-value connections than control summaries, and quality rises with more UV essays — related
• UV dosage shows a nonmonotonic pattern: one or three UV essays outperform two for grades and continuation — related
• A utility-value writing intervention increases course grades in introductory biology relative to a summarizing control — reports the opposite
• A utility-value writing intervention increases continuation to the second course of the biology sequence — reports the opposite
• A utility-value writing intervention increases STEM major persistence across the semester — reports the opposite