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The effect of a personalized utility-value intervention on STEM students' interest in their study and identification with their study

Wijma, Esther (2020) The effect of a personalized utility-value intervention on STEM students' interest in their study and identification with their study.

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Abstract:Since there is a shortage of highly educated STEM professionals in the Netherlands, it is important to increase the retention of STEM students in college. Useful in this process, is for students to gain insights in their professional identity. Therefore, active engagement and sense-making is important, which can both possibly be enhanced by a utility-value intervention. The goal of this study was to investigate to what extent a writing assignment connecting STEM students’ personal values to the content of their study (i.e. a utility-value intervention) has a positive effect on STEM students’ interest in their study and identification with their study. The research design included both a quantitative design and a qualitative design. 62 STEM students of the University of Twente and Hogeschool Saxion Enschede participated in this study. The results show that the writing assignment wherein STEM students connect personal values to the content of their study (i.e. the utility-value intervention) does not have an effect on STEM students’ interest in their study and identification with their study. Furthermore, the depth of the written responses to the utility-value intervention does not have an effect on STEM students’ interest in their study and identification with their study.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:70 social sciences in general
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/81421
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