Document Type
Conference Paper
Publication Date
2017
DOI
10.3102/1175253
Publication Title
2017 Annual Meeting of the American Educational Research Association
Pages
14 pp.
Conference Name
2017 Annual Meeting of the American Educational Research Association, April 28th, 2017, San Antonio, Texas
Abstract
Whereas relevance-writing interventions have shown effects on students’ achievement, a persistent finding is that interventions benefit students with low, but not high, outcome expectancies—a phenomenon that Schwartz et al. (2016) termed the half empty question. In the current mixed-methods study, we investigated the role of undergraduate students’ patterns of engagement in a relevance-writing intervention and their relations to biology course achievement. Ninety-six students who were administered four relevance writing assignments were found to manifest two patterns: Students who completed at least 50% of the intervention in a timely manner outperformed those who completed less-then-50% or completed it late, regardless of their pre-intervention motivation. A closer look into individual students’ patterns showed diverse perceptions about the relevance-writing tasks.
Rights
© 2017 The Authors.
Each presenter retains copyright on the full-text paper. Repository users should follow legal and ethical practices in their use of repository material; permission to reuse material must be sought from the presenter, who owns copyright.
Original Publication Citation
Dai, T., Kaplan, A., Wang, Y., Cromley, J. G., Perez, T., Mara, K. R., & Balsai, M. (2017, April). Pursuing the "half empty question": Biology undergraduates' differential engagement in a brief relevance writing intervention [Paper presentation]. Paper presented at the 2017 annual meeting of the American Educational Research Association, San Antonio, Texas.
ORCID
0000-0002-2008-2555 (Perez)
Repository Citation
Dai, Ting; Kaplan, Avi; Wang, Ying; Cromley, Jennifer G.; Perez, Tony; Mara, Kyle R.; and Balsai, Michael, "Pursuing the "Half Empty Question": Biology Undergraduates' Differential Engagement in a Brief Relevance Writing Intervention" (2017). STEMPS Faculty Publications. 296.
https://digitalcommons.odu.edu/stemps_fac_pubs/296
Included in
Educational Leadership Commons, Educational Psychology Commons, Higher Education Commons
Comments
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