Closing achievement gaps with a utility-value intervention: Disentangling race and social class
Adults / lifelong learning Motivation and curiosity
Links to claims
Supports (1)
| Claim | Basis |
|---|---|
| K33 (candidate) | Double-blind trial, N = 1,040 biology students: gap for first-generation minority students reduced 61%. |
Review state: first-pass draft, pending human review.
Source note
Syntes: Closing achievement gaps with a utility-value intervention: Disentangling race and social class (2016)
Källa: https://doi.org/10.1037/pspp0000075 (Journal of Personality and Social Psychology 111(5))
Verified content
- Double-blind randomised experiment over four semesters of an introductory college biology course, N = 1,040 (abstract).
- Writing about the personal relevance of course material reduced the achievement gap for first-generation underrepresented-minority students by 61%; treatment effect for that group 0.51 grade points (d = 0.55).
Limits
- One course, one university; college students.
Added 2026-10-16 by the project (broadening, Jonatan approved 2026-10-16); content from the published abstract or well-documented summaries, not a full-text read unless stated.
Metadata as recorded
- ID
- MOT-006
- Tier
- RCT
- Titel
- Closing achievement gaps with a utility-value intervention: Disentangling race and social class
- År
- 2016
- Källa/DOI
- https://doi.org/10.1037/pspp0000075
- Tidskrift
- Journal of Personality and Social Psychology 111(5)
- Typ
- peer-reviewed article
- Åldersgrupp
- vuxen-livslangt
- Teman
- motivation-och-nyfikenhet
- Hämtad
- 2026-10-16
- Verifierad
- Crossref metadata (title, authors, year, venue) checked 2026-10-16
The original files (PDF or abstract) are kept in the project archive and are not published here.