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Title: Real-world effectiveness of a social-psychological intervention translated from controlled trials to classrooms
Abstract

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.

 
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PAR ID:
10370433
Author(s) / Creator(s):
; ; ; ; ; ; ; ;
Publisher / Repository:
Nature Publishing Group
Date Published:
Journal Name:
npj Science of Learning
Volume:
7
Issue:
1
ISSN:
2056-7936
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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H., Foo, Daniel X. Y., Derry, Holly A., Hayward, Benjamin T., Schulz, Kyle W., Hayward, Caitlin, McKay, Timothy A., and Ong, Desmond C. <em>Real-world effectiveness of a social-psychological intervention translated from controlled trials to classrooms</em>. <em>npj Science of Learning</em> 7.1 Web. doi:10.1038/s41539-022-00135-w. </div> <div class="modal-footer"> <button class="btn btn-sm btn-default" data-dismiss="modal" aria-hidden="true">Close</button> </div> </div> </div> </div></li> <li class="links-format"><a href="#cite-apa" data-toggle="modal">APA</a> <div id="cite-apa" class="modal" tabindex="-1" role="dialog" aria-labelledby="cite-apa_label" aria-hidden="true"> <div class="modal-dialog"> <div class="modal-content"> <div class="modal-header"> <button type="button" class="close" data-dismiss="modal" aria-hidden="true">×</button> <strong id="cite-apa_label">Cite: APA Format</strong> </div> <div class="modal-body">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. <em>Real-world effectiveness of a social-psychological intervention translated from controlled trials to classrooms</em>. <em>npj Science of Learning</em>, <em>7</em> (1). <a href="https://doi.org/10.1038/s41539-022-00135-w">https://doi.org/10.1038/s41539-022-00135-w</a> </div> <div class="modal-footer"> <button class="btn btn-sm btn-default" data-dismiss="modal" aria-hidden="true">Close</button> </div> </div> </div> </div></li> <li class="links-format"><a href="#cite-chi" data-toggle="modal">Chicago</a> <div id="cite-chi" class="modal" tabindex="-1" role="dialog" aria-labelledby="cite-chi_label" aria-hidden="true"> <div class="modal-dialog"> <div class="modal-content"> <div class="modal-header"> <button type="button" class="close" data-dismiss="modal" aria-hidden="true">×</button> <strong id="cite-chi_label">Cite: Chicago Format</strong> </div> <div class="modal-body">Chen, Patricia, Teo, Dennis W. H., Foo, Daniel X. Y., Derry, Holly A., Hayward, Benjamin T., Schulz, Kyle W., Hayward, Caitlin, McKay, Timothy A., and Ong, Desmond C. "Real-world effectiveness of a social-psychological intervention translated from controlled trials to classrooms". <em>npj Science of Learning</em> 7 (1). Country unknown/Code not available: Nature Publishing Group. <a href="https://doi.org/10.1038/s41539-022-00135-w">https://doi.org/10.1038/s41539-022-00135-w.</a> <a href="https://par.nsf.gov/biblio/10370433">https://par.nsf.gov/biblio/10370433</a>. </div> <div class="modal-footer"> <button class="btn btn-sm btn-default" data-dismiss="modal" aria-hidden="true">Close</button> </div> </div> </div> </div></li> <li class="links-format"><a href="#cite-bib" data-toggle="modal">BibTeX</a> <div id="cite-bib" class="modal" tabindex="-1" role="dialog" aria-labelledby="cite-bib_label" aria-hidden="true"> <div class="modal-dialog"> <div class="modal-content"> <div class="modal-header"> <button type="button" class="close" data-dismiss="modal" aria-hidden="true">×</button> <strong id="cite-bib_label">Cite: BibTeX Format</strong> </div> <div class="modal-body"> @article{osti_10370433,<br/> place = {Country unknown/Code not available}, title = {Real-world effectiveness of a social-psychological intervention translated from controlled trials to classrooms}, url = {https://par.nsf.gov/biblio/10370433}, DOI = {10.1038/s41539-022-00135-w}, abstractNote = {Abstract 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.}, journal = {npj Science of Learning}, volume = {7}, number = {1}, publisher = {Nature Publishing Group}, author = {Chen, Patricia and Teo, Dennis W. H. and Foo, Daniel X. Y. and Derry, Holly A. and Hayward, Benjamin T. and Schulz, Kyle W. and Hayward, Caitlin and McKay, Timothy A. and Ong, Desmond C.}, }</div> <div class="modal-footer"> <button class="btn btn-sm btn-default" data-dismiss="modal" aria-hidden="true">Close</button> </div> </div> </div> </div></li> <li class="divider"></li> </ul> <ul class="nav nav-list" style="font-size: 14px; font-family: Arial Regular;"> <li class="nav-header header-format">Export Metadata</li> <li class="links-format"><a href="https://par.nsf.gov/endnote?osti_id=10370433">EndNote</a></li> <li class="links-format"><a href="https://par.nsf.gov/export/format:excel/osti-id:10370433">Excel</a></li> <li class="links-format"><a href="https://par.nsf.gov/export/format:csv/osti-id:10370433">CSV</a></li> <li class="links-format"><a href="https://par.nsf.gov/export/format:xml/osti-id:10370433">XML</a></li> <li class="divider"></li> </ul> <ul class="nav nav-list" style="font-size: 14px; font-family: Arial Regular;"> <li 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