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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Performance expectations moderated the self-first versus other-first contrast on grades (β = −0.08, p = .045); low-expectation students did better with self-first variety (β = 0.11, p = .017), while high-expectation students performed equally in both (β = −0.05, p = .231). → Priniski 2019

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 · r2

In the RCT's performance analyses, the interaction between baseline performance expectations and the self-first contrast was significant ("Œ≤ = ‚àí0.08, p = .045"). Simple effects showed low-expectation students (−1 SD) benefited from self-first variety, β = 0.11, p = .017; high-expectation students did not differ, β = −0.05, p = .231.

"there was a significant interaction between performance expectations and the self-first contrast, which compared the two sequences of variety (self-first vs. other-first), β = −0.08, p = .045"

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
• 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
• 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
• 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
• 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