Performance benefits of UVIs may be limited to the perceived-useful content unless usefulness generalizes or interest develops¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? If the UVI does not create greater interest, the motivation gain may be limited to the content the student perceived as useful, and the performance boost may be less likely to extend beyond the initial context unless students generalize perceived usefulness or the UVI leads to greater future expectations of success. → Carol Sansone 2026

Evidence¶

Carol Sansone 2026¶

Carol Sansone, K. Ann Renninger, Judith M. Harackiewicz. (2026). Motivating Self-Regulation: Utility Value, Interest Development, and the Potential for Intervention. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10142-7

q2 · i? · review · r2

The review's own analysis (authors' interpretation, not a tested result) of how UVI performance benefits may remain context-bound when interest is not created, unless usefulness generalizes to future content or future expectations of success increase (Hulleman et al., 2017).

"if the UVI does not create greater interest, the motivation gain may be limited to the content that the student perceived as useful in response to the intervention. The boost to performance may thus be less likely to extend beyond the initial context unless students generalize perceived usefulness to future content"

Discussion¶

Learner Variables¶

• Interest — moderator: an instructional effect differs with it

Related Claims¶

• Utility-value interventions enhance perceived utility value, engagement, performance, and persistence in introductory college science courses — related
• UVIs are more effective when students generate their own examples of utility, invest more engagement, and are given choices — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
• Autonomy, meaningful purpose, and interest improve intrinsic motivation and deeper processing — related
• Interesting but irrelevant details can impair comprehension and transfer, with effects that vary with the material and the learner — related