Science utility value intervention for elementary school students: A six-month follow-up study

Abstract

Classroom utility value (UV) interventions have attracted growing attention for their power to increase students' STEM motivation. However, their delayed effects and the mechanisms through which they bolster students' STEM motivation have not been investigated thoroughly. We followed 416 Korean 5th and 6th graders who participated in a science UV intervention program in the previous academic semester. The immediate motivational benefit of the intervention for these young learners in the form of increases in mean scores largely dissipated six months after the intervention. Nonetheless, enhanced recognition of science UV for personal and communal goals predicted students' participation/career intentions and behaviors assessed six months later both directly and indirectly via science interest and appreciation.