Department of Psychology, University of Wisconsin-Madison, Madison, Wisconsin 53706; email:
Annu Rev Psychol. 2018 Jan 4;69:409-435. doi: 10.1146/annurev-psych-122216-011725. Epub 2017 Sep 20.
Many theoretically based interventions have been developed over the past two decades to improve educational outcomes in higher education. Based in social-psychological and motivation theories, well-crafted interventions have proven remarkably effective because they target specific educational problems and the processes that underlie them. In this review, we evaluate the current state of the literature on targeted interventions in higher education with an eye to emerging theoretical and conceptual questions about intervention science. We review three types of interventions, which focus on the value students perceive in academic tasks, their framing of academic challenges, and their personal values, respectively. We consider interventions that (a) target academic outcomes (e.g., grades, major or career plans, course taking, retention) in higher education, as well as the pipeline to college, and (b) have been evaluated in at least two studies. Finally, we discuss implications for intervention science moving forward.
在过去的二十年中，已经开发出许多基于理论的干预措施，以提高高等教育的教育成果。这些干预措施基于社会心理学和动机理论，经过精心设计，效果非常显著，因为它们针对特定的教育问题及其背后的过程。在这篇综述中，我们评估了高等教育中目标干预措施的文献现状，着眼于干预科学中出现的理论和概念问题。我们回顾了三种干预措施，分别侧重于学生对学术任务的感知价值、他们对学术挑战的框架以及他们的个人价值观。我们考虑了那些（a）针对高等教育中的学术成果（例如成绩、专业或职业规划、课程选择、保留率）以及大学入学渠道的干预措施，以及（b）已经在至少两项研究中进行了评估的干预措施。最后，我们讨论了对干预科学未来发展的影响。
