Department of Psychology, University of Wisconsin-Madison, Madison, WI 53706, USA.
Pers Soc Psychol Bull. 2011 Mar;37(3):303-17. doi: 10.1177/0146167210396380. Epub 2011 Jan 24.
Two studies tested how participants' responses to utility value interventions and subsequent interest in a math technique vary by culture (Westerners vs. East Asians) and levels of initial math interest. Participants in Study 1 were provided with information about the utility value of the technique or not. The manipulation was particularly effective for East Asian learners with initially lower math interest, who showed more interest in the technique relative to low-interest Westerners. Study 2 compared the effects of two types of utility value (proximal or distal) and examined the effects on interest, effort, performance, and process variables. Whereas East Asian participants reaped the most motivational benefits from a distal value manipulation, Westerners benefited the most from a proximal value manipulation. These findings have implications for how to promote motivation for learners with different cultural backgrounds and interests.
两项研究测试了参与者对效用价值干预的反应以及对数学技术的后续兴趣如何因文化（西方人与东亚人）和初始数学兴趣水平而异。研究 1 的参与者提供了有关该技术的效用价值的信息或没有提供。对于初始数学兴趣较低的东亚学习者来说，这种操纵特别有效，他们对该技术的兴趣相对较低兴趣的西方人更高。研究 2 比较了两种类型的效用价值（近端或远端）的影响，并研究了它们对兴趣、努力、表现和过程变量的影响。虽然东亚参与者从远程价值操纵中获得了最大的激励收益，但西方人从近端价值操纵中获益最大。这些发现对于如何促进具有不同文化背景和兴趣的学习者的动机具有启示意义。
