Totonchi, D., & Huelskoetter, E., & Ferrer, B., & Hulleman, C. (2022, August), Improving Community College Students’ STEM Motivation and Achievement by Implementing Utility-Value Interventions  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41933

\bibitem{asee_peer_41933}
  Totonchi, D., \& Huelskoetter, E., \& Ferrer, B., \& Hulleman, C. (2022, August), \emph{Improving Community College Students’ STEM Motivation and Achievement by Implementing Utility-Value Interventions}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41933

Delaram Totonchi, Emma Huelskoetter, Bradley Ferrer, and Chris Hulleman.  "Improving Community College Students’ STEM Motivation and Achievement by Implementing Utility-Value Interventions".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41933 Internet.  19 Apr, 2024

\bibitem{asee_peer_41933}
  Delaram Totonchi, Emma Huelskoetter, Bradley Ferrer, and Chris Hulleman.
  "Improving Community College Students’ STEM Motivation and Achievement by Implementing Utility-Value Interventions".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41933 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_41933
author = "Delaram Totonchi, Emma Huelskoetter, Bradley Ferrer, and Chris Hulleman"
title = "Improving Community College Students’ STEM Motivation and Achievement by Implementing Utility-Value Interventions"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41933}
number = {10.18260/1-2--41933}
}

TY  - CPAPER
AB  - Introductory STEM courses, although designed to prepare students for entering the STEM workforce, often serve as barriers for degree completion and student success. This is particularly the case for first-generation college students, who pass these courses at significantly lower rates compared to continuing-generation students. In a randomized control trial (N = 1,318), we tested the efficacy of a utility-value intervention on improving community college students’ math relevance (perceived connections between math and one’s own life) and math achievement and examined whether the intervention particularly benefited first-generation students. Results suggested that although students in both the control and utility-value intervention conditions experienced decreases in math relevance over time, students in the intervention condition reported significantly smaller decreases in math relevance compared to students in the control condition. Additionally, math relevance mediated the effects of the intervention on grades. The intervention improved students’ math achievement by protecting their math relevance from decreasing rapidly. Finally, the intervention was more effective for first-generation students because it protected their math relevance from decreasing rapidly over time. This protecting effect was not observed in continuing-generation students. Results suggest that our brief, classroom-based utility-value intervention could stop the downward trajectory of motivation for first-generation students and protect them from subsequent negative impacts on achievement. By investing in motivation-enhancing activities such as utility-value interventions, community colleges could significantly improve first-generation students’ academic experiences, contribute to narrowing equity gaps, and increase institutional achievement and retention rates.
AU  - Delaram Totonchi
AU  - Emma Huelskoetter
AU  - Bradley Ferrer
AU  - Chris Hulleman
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Improving Community College Students’ STEM Motivation and Achievement by Implementing Utility-Value Interventions
UR  - https://peer.asee.org/41933
DO  - 10.18260/1-2--41933
ER  -