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¶

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? Simple slopes showed positive effects of the self-first variety condition (β = 0.13) and other-first variety condition (β = 0.10) for students with low prior GPAs, but not for students with high prior GPAs (β = −0.01 and β = −0.03). → 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 dummy-coded replication analyses comparing effect sizes with prior biology-course studies, simple slopes for the two variety conditions were positive for low prior GPA students and near zero for high prior GPA students, as quoted; the same-type-only conditions had negligible effect sizes.

"Simple slopes analyses revealed a pattern of positive effects of the self-first variety condition, β = 0.13, and other-first variety condition, β = 0.10, for students with low prior GPAs, but not for students with high prior GPAs, β = −0.01 and β = −0.03, respectively."

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
• 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
• No reliable moderation of depth effects by baseline knowledge, though simple slopes suggest an exploratory pattern — related
• Instructional approach interacts with prior knowledge for lasting learning, with benefits concentrated among stronger students — 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
• Timing of a single UV essay is moderated by prior performance: early UV essays help low performers, late UV essays help high performers — related