000			01916nam a22002657a 4500
005			20231107161357.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0022-0973
037			_bRIEBPL Library
082			_a370.5
100			_aTaylor W. Acee
245			_aValue-Reappraisal and Goal-Setting Intervention Effects on Attitudes and Performance in College Statistics _b(Journal Article)
260			_aUSA _b:Taylor and Francis Group and Routledge _c,March 2023
300			_a 298-316 p.
490			_aThe Journal of Experimental Education, Volume 91,2023 number 2
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- The purpose of this study was to test the effects of a value-reappraisal intervention (VR) on students’ motivation and performance compared to a goal-setting intervention (GS) and information-literacy control condition (C). Eighty-eight female students in an undergraduate introductory statistics course were randomly assigned to one of the three conditions. VR yielded statistically significant increases in students’ intrinsic value, endogenous instrumentality, task value, and intentions to continue learning statistics, but not perceived competence. GS and C had no effects on these outcomes. For exam performance, in one course section VR benefited students with lower preintervention exam scores; there were no intervention effects on exam performance in the other section. Examined only for GS, self-reported goal progress predicted changes in perceived competence over two weeks. Theoretical and practical implications are discussed.
650			_aAttitude change
650			_acollege statistics
650			_agoal setting
650			_aintervention
650			_atask value
856			_u https://www.tandfonline.com/doi/epdf/10.1080/00220973.2021.1993773?needAccess=true
942			_cPER
999			_c44787 _d44786