Age differences in effects of self-generated utility among Black and Hispanic adolescents

This study tested the effects on interest and achievement of a classroom intervention in which students wrote about the utility of science. Participants were predominantly Black and Hispanic students in 7th and 9th grade (N = 268). The results suggest that the self-generated utility intervention may be fairly robust to differences in students' backgrounds, but is sensitive to age. Among seventh graders, the intervention promoted interest in...