Chen Patricia, Teo Dennis W H, Foo Daniel X Y, Derry Holly A, Hayward Benjamin T, Schulz Kyle W, Hayward Caitlin, McKay Timothy A, Ong Desmond C
Department of Psychology, National University of Singapore, Singapore, Singapore.
Institute for Applied Learning Sciences and Educational Technology, National University of, Singapore, Singapore.
NPJ Sci Learn. 2022 Aug 29;7(1):20. doi: 10.1038/s41539-022-00135-w.
Social-psychological interventions have raised the learning and performance of students in rigorous efficacy trials. Yet, after they are distributed "in the wild" for students to self-administer, there has been little research following up on their translational effectiveness. We used cutting-edge educational technology to tailor, scale up, and track a previously-validated Strategic Resource Use intervention among 12,065 college students in 14 STEM and Economics classes. Students who self-administered this "Exam Playbook" benefitted by an average of 2.17 percentage points (i.e., a standardized effect size of 0.18), compared to non-users. This effect size was 1.65 percentage points when controlling for college entrance exam scores and 1.75 [-1.88] for adding [dropping] the Exam Playbook in stratified matching analyses. Average benefits differed in magnitude by the conduciveness of the class climate (including peer norms and incentives), gender, first-generation status, as well as how often and how early they used the intervention. These findings on how, when, and who naturally adopts these resources address a need to improve prediction, translation, and scalability of social-psychological intervention benefits.
社会心理干预在严格的效能试验中提高了学生的学习成绩和表现。然而，在将这些干预措施推广到实际环境中供学生自行使用后，对其转化效果的后续研究却很少。我们利用前沿教育技术，为14个理工科和经济学班级的12065名大学生量身定制、扩大规模并跟踪一项先前已验证的战略资源利用干预措施。与未使用该措施的学生相比，自行使用这个“考试手册”的学生平均受益2.17个百分点（即标准化效应量为0.18）。在控制大学入学考试成绩时，该效应量为1.65个百分点；在分层匹配分析中，加入（剔除）“考试手册”后的效应量为1.75 [-1.88]。平均收益因课堂氛围的适宜程度（包括同伴规范和激励措施）、性别、第一代大学生身份以及他们使用干预措施的频率和时间早晚而有所不同。这些关于如何、何时以及谁会自然采用这些资源的研究结果，满足了改善社会心理干预效益的预测、转化和可扩展性的需求。
