Enhancing interest and performance with a utility value intervention.

By Chris S. Hulleman, Olga Godes, Bryan L Hendricks, Judith M. Harackiewicz. 2010

751 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c9dc3f91d05d34d5bf3d4c2b3a87efc4968d896b

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Stimulating and sustaining interest in a language course: An experimental comparison of Chatbot and Human task partners (2017, background): “Two approaches that have received considerable attention are the role of perceived value (e.g., Hulleman, Godes, Hendricks, & Harackiewicz, 2010) and of curriculum tasks (Guberman & Leikin, 2012; Hanus & Fox, 2015).”
Identification with Academics and Motivation to Achieve in School: How the Structure of the Self Influences Academic Outcomes (2011, background): “In one study, when college students wrote about how the course material was relevant (i.e., useful) to a significant other or a media report (e.g., magazine, newspaper, etc.), students perceptions of triggered and maintained situational interest increased ( Hulleman et al. 2010 ).”
Studying technology-based strategies for enhancing motivation in mathematics (2014, background): “However, Hulleman et al. (2010) found that, instead of telling students about the importance of an activity, if students discovered the usefulness of an activity on their own, the interest of those who had low expectations for success increased.”
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, background): “The ﬁ ndings revealed that high school science students (Hulleman & Harackiewicz, 2009 ), college psychology students (Hulleman et al., 2010 ), college biology students (Harackiewicz, Canning, Tibbetts, Priniski, & Hyde, 2015 ), and statistics students (Hulleman, An, Hendricks, & Harackiewicz, 2007…”
Achievement goals, emotions, learning, and performance : A process model (2015, background): “…the importance of further developing programs aimed at facilitating emotionally adaptive learning environments (e.g., value-enhancement; Hulleman et al., 2010) and instructional methods (e.g., teacher enthusiasm; Frenzel, Goetz, Ludtke, Pekrun, & Sutton, 2009) so as to promote…”
Brief Research Report: Sense of Belonging and Academic Help-Seeking as Self-Regulated Learning (2019, background): “For example, Hulleman and his colleagues showed that instructors could increase college students’ utility value through a brief writing activity in which students explained why the course content was relevant to and useful for their lives (Hulleman et al., 2010).”