Sometimes less is more: the role of subjective task experience in self-generated value interventions

Published on Apr 1, 2018in Social Psychology of Education
· DOI :10.1007/S11218-017-9417-7
Meghan I. H. Lindeman4
Estimated H-index: 4
(NIU: Northern Illinois University),
Amanda M. Durik24
Estimated H-index: 24
(NIU: Northern Illinois University),
Garret J. Hall1
Estimated H-index: 1
(UW: University of Wisconsin-Madison)
Source
Abstract
Interventions that prompt learners to generate their own ideas about how material is valuable are promising for inspiring engagement. Drawing from research on the availability bias, we investigated how the learners’ subjective experience of generating ideas about the value of a domain (i.e., ease of coming up with ideas) affects perceptions of the content. In both studies, we manipulated the number of value statements participants generated, and then measured subjective task experience and perceived value of the content. Both studies’ results showed that the relationship between the number of value statements and perceived value became stronger when subjective task experience was added as an intervening variable. This pattern is suggestive of a positive direct effect of value statements on perceived value as well as a negative indirect effect of subjective task experience. Implications are discussed.
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