Work in progress: Guidelines on Developing Writing Prompts and Exploring How Its Quality Predicts Outcomes in a YouTube Role Model Intervention
- Conference
- Location
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Baltimore , Maryland
- Publication Date
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June 25, 2023
- Start Date
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June 25, 2023
- End Date
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June 28, 2023
- Conference Session
- Tagged Division
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Two-Year College Division (TYCD)
- Tagged Topic
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Diversity
- Page Count
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15
- DOI
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10.18260/1-2--44271
- Permanent URL
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https://peer.asee.org/44271
- Download Count
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260
Paper Authors
Hye Rin Lee University of Delaware
Hye Rin Lee is a NSF postdoctoral fellow at the University of Delaware. She received her Ph.D. at the University of California, Irvine with a concentration in Human Development in Context. Her research interests include motivation, psychological interventions, role models, academic engagement, and higher education.
Kevin Francisco Ramirez University of California, Irvine
Nathanael Quinn Forde University of California, Irvine
Zhong Cao University of California, Irvine
Anna-Lena Dicke
University of California, Irvine
orcid.org/0000-0001-8816-455X
Dr. Dicke is an Associate Project Scientist within the School of Education at the University of California, Irvine. In her research, she aims to understand how students’ motivation and interest in the STEM fields can be fostered to secure their educational persistence and long-term career success. Trying to bridge the gap between theory and practice, she is currently involved in an NSF-funded project aimed at fostering the persistence and retention of low-income engineering transfer students.
Kameryn Denaro
orcid.org/0000-0001-9175-1640
Abstract
Interventions targeting undergraduate students’ motivational beliefs have shown promise for increasing persistence and retention within the engineering major. However, few studies have systematically investigated the writing component in these interventions—a key component of helping students internalize the message. To understand how students are engaging with and internalizing the intervention material, more research is needed on how to evaluate the quality of engagement in these types of motivational interventions and how its quality predicts changes in motivational beliefs. This paper aims to: (a) outline the process for creating writing prompts; (b) provide guidelines for effectively coding these prompts to understand how students are differentially engaging with the intervention; and (c) evaluate the extent to which the quality of writing prompt completion is associated with changes in motivational beliefs in a YouTube role model intervention for community college engineering students. Results provide guidelines for effectively developing and coding writing prompts that target a wide range of motivational beliefs. Further, findings show that there were no statistically significant associations between the quality of writing prompts and any of the post- motivational beliefs. Implications for developing more effective interventions by analyzing students’ writing prompt responses are discussed.
Lee, H. R., & Ramirez, K. F., & Forde, N. Q., & Cao, Z., & Dicke, A., & Denaro, K. (2023, June), Work in progress: Guidelines on Developing Writing Prompts and Exploring How Its Quality Predicts Outcomes in a YouTube Role Model Intervention Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44271
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