2017 Annual Meeting of the American Educational Research Association
2017 Annual Meeting of the American Educational Research Association, April 28th, 2017, San Antonio, Texas
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.
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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.
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.