This study compared two expectancy-value-theory-based interventions designed to promote college students' motivation and performance in introductory college physics. The utility value intervention was adapted from prior research and focused on helping students relate course material to their lives in order to perceive the material as more useful. The cost reduction intervention was novel and aimed to help students perceive the challenges of their physics course as less psychologically costly to them. Students (N = 148) were randomly assigned to the utility value intervention. cost reduction intervention, or a control condition. Participants completed intervention or control activities online at 2 points during the semester. Their motivational beliefs and values were measured twice, once immediately after the intervention or control activities ended and again at the end of the semester. Both interventions improved students' grades and exam scores relative to the control group (ds from 0.24-0.30), with stronger effects for students with lower initial course exam scores (ds from 0.72-0.90). Unexpectedly, both interventions' effects were explained in part by initially lower performing students reporting higher competence-related beliefs and lower cost immediately after they received either intervention compared with lower performing students in the control condition. Results suggest that cost reduction and utility value interventions are both useful tools for improving students' science, technology. engineering, and mathematics course performance.

A growing body of research suggests that interventions promoting students' utility value for a subject can improve their academic outcomes. However, numerous questions remain regarding how much to adapt prior intervention materials to promote utility value in new educational contexts and how implementation constraints of an educational context may impact the success of these interventions. In this study, using a design-based process we developed and tested three utility value interventions in a new educational context (online high school math). We found that one of the interventions increased utility value compared to control conditions, but we also encountered constraints on intervention implementation that limited the effectiveness of our intervention and the conclusions we could draw from this work. We use our experience as a case study to illustrate the costs and benefits of making certain implementation choices when partnering with practitioners to administer utility value interventions in new contexts.

Although online courses are becoming increasingly popular in higher education, evidence is inconclusive regarding whether online students are likely to be as academically successful and motivated as students in face-to-face courses. In this study, we documented online and face-to-face students' academic motivation and outcomes in community college mathematics courses, and whether differences might vary based on student characteristics (i.e., gender, underrepresented ethnic/racial minority status, first-generation college status, and adult learner status). Over 2,400 developmental mathematics students reported on their math motivation at the beginning (Week 1) and middle (Weeks 3, 5) of the semester. Findings indicated that online students received lower grades and were less likely to pass from their courses than face-to-face students, with online adult learners receiving particularly low final course grades and pass rates. In contrast, online and face-to-face students did not differ on incoming motivation, with subgroup analyses suggesting largely similar patterns of motivation across student groups. Together, findings suggest that online and faceto-face students may differ overall in academic outcomes but not in their motivation or differentially based on student characteristics. Small but significant differences on academic outcomes across modalities (Cohen's ds = 0.17-0.28) have implications for community college students' success in online learning environments, particularly for adult learners who are most likely to be faced with competing demands.

An emerging literature demonstrates that relevance interventions, which ask students to produce written reflections on how what they are learning relates to their lives, improve student learning outcomes. As part of a randomized evaluation of a relevance intervention (N = 1,978 students from 82 ninth-grade classes), we used Complier Average Causal Effects (CACE) to identify the effect of the intervention on participants who were assigned to the intervention group and were actually compliant with the intervention (i.e., treatment fidelity or compliance). Results revealed larger differences for compliers than noncompliers, although this impact depended on several factors. Implications for the application of CACE models in educational interventions, in general, and relevance interventions, in particular, are discussed.

Why would Marcus, a high school volleyball player, spend countless hours practicing his serve in his backyard, until his arms were so tired that he could hardly move? Does the value he sees in practicing help him overcome his fatigue and maintain his passion toward volleyball? Why would Erica, a high school student, spend her weekends attending math competitions, often travelling many hours each way? Why does she enjoy math and see the importance of math to her future when so many other students do not? In the parlance of interest research, these two individuals exhibit well-developed interests in volleyball and math, respectively. In this chapter we consider how finding value and meaning in activities and topics leads to the development of interest. We also highlight a program of research that we have pursued over the last decade designed to promote interest development. Finally, we discuss how other people in our lives influence value, both directly and indirectly, and as a result, the development of interest. (PsycInfo Database Record (c) 2022 APA, all rights reserved)