McPartlan Peter, Thoman Dustin B, Poe Jennifer, A Herrera Felisha, Smith Jessi L
San Diego State University, San Diego, California, United States.
University of Colorado, Colorado Springs, Colorado, United States.
Bioscience. 2022 Jun 1;72(7):664-672. doi: 10.1093/biosci/biac029. eCollection 2022 Jul.
What motivates faculty teaching gateway courses to consider adopting an evidence-based classroom intervention? In this nationally representative study of biology faculty members in the United States (N = 422), we used expectancy-value-cost theory to understand three convergent motivational processes the faculty members' underlying intentions to adopt an exemplar evidence-based classroom intervention: the utility value intervention (UVI). Although the faculty members perceived the intervention as valuable, self-reported intentions to implement it were degraded by concerns about costs and lower expectancies for successful implementation. Structural equation modeling revealed that the faculty members reporting lower intentions to adopt it tended to be White and to identify as male and had many years of teaching or were from a more research-focused university. These personal, departmental, and institutional factors mapped onto value, expectancies, and cost perceptions uniquely, showing that each process was a necessary but insufficient way to inspire intentions to adopt the UVI. Our findings suggest multifaceted, context-responsive appeals to support faculty member motivation to scale up adoption of evidence-based classroom interventions.
是什么促使教授入门课程的教师考虑采用基于证据的课堂干预措施？在这项针对美国生物学教师的全国代表性研究中（N = 422），我们运用期望-价值-成本理论来理解教师采用一种典型的基于证据的课堂干预措施——效用价值干预（UVI）的三个趋同动机过程。尽管教师们认为该干预措施有价值，但对成本的担忧以及对成功实施的较低期望降低了他们自我报告的实施意愿。结构方程模型显示，报告采用该干预措施意愿较低的教师往往是白人、男性，有多年教学经验，或者来自更注重研究的大学。这些个人、部门和机构因素以独特的方式映射到价值、期望和成本认知上，表明每个过程都是激发采用UVI意愿的必要但不充分的方式。我们的研究结果表明，需要多方面的、因地制宜的呼吁来支持教师扩大采用基于证据的课堂干预措施的动机。
