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We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses…
We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?
We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts.
We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.
These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.
As intervention science develops, researchers are increasingly attending to the long-term effects of interventions in academic settings. Currently, however, there is no…
As intervention science develops, researchers are increasingly attending to the long-term effects of interventions in academic settings. Currently, however, there is no common taxonomy for understanding the complex processes through which interventions can produce long-lasting effects. The lack of a common framework results in a number of challenges that limit the ability of intervention scientists to effectively work toward their goal of preparing students to effectively navigate a changing and uncertain world. A comprehensive framework is presented to aid understanding of how interventions that target motivational processes in education produce downstream effects years after implementation. This framework distinguishes between three types of processes through which interventions may produce long-term effects: recursive processes (feedback loops by which positive effects can build on themselves over time), nonrecursive chains of effects (“domino effects” in which proximal outcomes affect distinct distal outcomes), and latent intrapersonal effects (changed habits, knowledge, or perceptions that affect how students respond in different situations in the future). The framework is applied to intervention research that has reported long-term effects of motivation interventions, evidence for the processes described in this framework is evaluated, and suggestions are presented for how researchers can use the framework to improve intervention design. The chapter concludes with a discussion of how the application of this framework can help intervention scientists to achieve their goal of positively influencing students’ lifelong trajectories, especially in times of change and uncertainty.
Many marketplace examples suggest that using gamification in the online retail shopping context boosts sales and positively affects customer loyalty. Nevertheless, more…
Many marketplace examples suggest that using gamification in the online retail shopping context boosts sales and positively affects customer loyalty. Nevertheless, more research is needed to understand the effects of digital games on consumer behavior and their underlying psychological mechanisms. Therefore, this article explores how combining games and monetary rewards impacts customer satisfaction, loyalty and word-of-mouth (WOM) intentions.
To test our hypotheses, we designed two online laboratory experiments to stimulate an online shopping situation, as gamification in online retailing has the potential to affect an important set of outcomes for service firms throughout the consumer decision process (Hofacker et al., 2016).
The results of two lab experiments demonstrate that playing a shopping-related game without monetary participation incentive positively influences all three relational outcomes because games enhance consumers' enjoyment of the overall shopping experience. However, our findings also show that monetary rewards used to incentivize game participation diminish these effects. Gamification loses its positive effects if games are combined with monetary rewards, as consumers no longer play games to derive inherent enjoyment, but rather the extrinsic motivation of receiving a discount. We draw managerial implications about how gamification effectively and profitably fosters strong customer relationships and thus increases customer lifetime value and equity.
This research is the first to investigate the combined effects of gamification and price discounts that require consumers to play the game in order to receive the discount. Focusing on an online shopping context, this article contributes to research on motivation by providing new and more nuanced insights into the psychological process underlying the gamification effects on consumer' long-term attitudes (i.e. satisfaction) and relational behaviors (i.e. positive WOM and loyalty) toward a retailer.
Based on our findings, we provide recommendations for marketers that explain how gamification can be a profitable and efficient tool to foster strong customer relationships. Retail managers should use gamification as a less costly alternative to typical price discounts.
Two laboratory experiments investigate how the separate and combined use of games and price discounts affects consumers' satisfaction, positive WOM intentions and loyalty. Playing a shopping-related game increases satisfaction with the retailer and positive WOM intentions as well as loyalty. Monetary rewards used to incentivize game participation eliminate the positive effects of gamification.