Hecht Cameron A, Priniski Stacy J, Harackiewicz Judith M
Department of Psychology, University of Wisconsin-Madison, United States of America.
Adv Motiv Achiev. 2019 Mar 25;20:81-98. doi: 10.1108/S0749-742320190000020005.
As intervention science develops, researchers are increasingly attending to the long-term effects of interventions in academic settings. Currently, however, there is no common taxonomy for understanding the complex processes through which interventions can produce long-lasting effects. The lack of a common framework results in a number of challenges that limit the ability of intervention scientists to effectively work toward their goal of preparing students to effectively navigate a changing and uncertain world. A comprehensive framework is presented to aid understanding of how interventions that target motivational processes in education produce downstream effects years after implementation. This framework distinguishes between three types of processes through which interventions may produce long-term effects: (feedback loops by which positive effects can build on themselves over time), ("domino effects" in which proximal outcomes affect distinct distal outcomes), and (changed habits, knowledge, or perceptions that affect how students respond in different situations in the future). The framework is applied to intervention research that has reported long-term effects of motivation interventions, evidence for the processes described in this framework is evaluated, and suggestions are presented for how researchers can use the framework to improve intervention design. The chapter concludes with a discussion of how application of this framework can help intervention scientists to achieve their goal of positively influencing students' lifelong trajectories, especially in times of change and uncertainty.
随着干预科学的发展，研究人员越来越关注学术环境中干预措施的长期影响。然而，目前对于理解干预措施产生持久影响的复杂过程，尚无通用的分类法。缺乏共同框架导致了一系列挑战，限制了干预科学家朝着让学生有效应对不断变化且充满不确定性的世界这一目标有效开展工作的能力。本文提出了一个综合框架，以帮助理解针对教育动机过程的干预措施在实施多年后如何产生下游效应。该框架区分了干预措施可能产生长期影响的三种类型的过程：（随着时间推移，积极效应可自我强化的反馈循环）、（近端结果影响不同远端结果的“多米诺效应”）以及（影响学生未来在不同情况下反应方式的习惯、知识或认知的改变）。该框架应用于已报告动机干预长期影响的干预研究，评估了该框架所描述过程的证据，并就研究人员如何利用该框架改进干预设计提出了建议。本章最后讨论了应用此框架如何帮助干预科学家实现积极影响学生终身轨迹的目标，尤其是在变革和不确定时期。
