Psychosocial Interventions to Improve Postsecondary Student Mathematics Attainment: A Meta-Analysis Exploring What Works and for Whom

提高专上学生数学成绩的社会心理干预措施：探索什么有效以及适用于谁的荟萃分析

• 批准号: 2300030
• 负责人: Carlton Fong
• 金额: $ 47.84万
• 依托单位: Texas State University - San Marcos
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2300030&HistoricalAwards=false
• 关键词: Psychosocial; Interventions; Improve; Postsecondary; Student

Many college students have difficulty learning mathematics not because they are unable to learn but because they often do not believe they can perform successfully. Students’ beliefs, along with their learning-related and socially influenced needs, perceptions, goals, and strategies, often described as psychosocial factors, are key factors to their academic achievement. Because such factors are malleable, many interventions targeting psychosocial factors have been evaluated and could be implemented in college math classrooms. However, questions remain about how effective these interventions might be and how the effects of such interventions may vary. This project will address the national priority to strengthen college students’ mathematics attainment by investigating the effectiveness of psychosocial interventions. The project will collect and assess the accumulated evidence on psychosocial interventions in college mathematics. The findings from the project will help to improve mathematics outcomes for students in college, providing administrators and instructors with evidence-informed practices that can harness students’ psychosocial qualities. The project is a comprehensive systematic review and meta-analysis of a large body of studies that test interventions targeting psychosocial mechanisms to improve postsecondary students’ mathematics attainment. The project aims to examine published and unpublished studies that investigated the effects of psychosocial interventions on mathematics attainment through randomized controlled trials or high-quality quasi-experimental designs. Drawing from the Model of Strategic Learning and related literature, interventions will be categorized, and intervention effects aggregated, according to the psychosocial mechanism(s) being targeted. Using a frequentist approach, the project will answer two primary research questions: What is the overall effectiveness of psychosocial interventions in college mathematics on students’ mathematics attainment and psychosocial factors? What are other sources of heterogeneity among intervention effects? This quantitative synthesis will create a rich database of studies and their effects, providing evidence about when, and to what degree, interventions alter students’ psychosocial qualities and impact students’ math outcomes. A systematic analysis will be conducted using the MUTOS framework which categorizes studies based on methods (M), units (U), treatments (T), outcomes (O), and settings (S). These categories will serve as testable moderators within random effects meta-regression models, assessing if the magnitude or direction of intervention effects vary by these characteristics. Exploring heterogeneity in treatment effects will generate insights regarding the components of successful psychosocial interventions, extend knowledge of psychological theories, and inform the design of evidence-based programs in college mathematics. This project is supported by NSF’s EDU Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

许多大学生在学习数学方面遇到困难，不是因为他们无法学习，而是因为他们常常不相信自己能够成功地完成学生的信念，以及他们经常描述的与学习相关的和受社会影响的需求、看法、目标和策略。作为心理社会因素，是影响他们学业成绩的关键因素。由于这些因素是可塑的，因此许多针对心理社会因素的干预措施已经过评估，并且可以在大学数学课堂上实施。然而，这些干预措施的效果如何以及效果如何仍然存在疑问。此类干预措施的种类可能会有所不同。优先通过调查心理社会干预的有效性来提高大学生的数学成绩 该项目将收集和评估大学数学中心理社会干预的积累证据，该项目的结果将有助于提高大学学生的数学成绩，为管理人员提供帮助。该项目是对大量研究的全面系统回顾和荟萃分析，旨在测试针对心理社会机制的干预措施，以提高中学后学生的数学成绩。检查已发表和未发表的研究通过随机对照试验或高质量的准实验设计，研究心理社会干预对数学成绩的影响。借鉴战略学习模型和相关文献，根据心理社会机制对干预措施进行分类，并汇总干预效果。 ）采用频率论方法，该项目将回答两个主要研究问题：大学数学中的心理社会干预对学生数学成绩和心理社会因素的总体有效性是什么？合成将创建一个丰富的研究及其效果数据库，提供有关干预措施何时以及在多大程度上改变学生心理社会素质并影响学生数学成绩的证据，将使用基于方法对研究进行分类的 MUTOS 框架进行系统分析。 、单位 (U)、治疗 (T)、结果 (O) 和设置 (S) 这些类别将充当随机效应元回归模型中的可测试调节因素，评估干预效应的大小或方向是否因这些特征而变化。探索治疗效果的异质性将产生关于成功的心理社会干预的组成部分的见解，扩展心理学理论的知识，并为大学数学中基于证据的项目的设计提供信息。该项目得到了 NSF 的 EDU 核心研究 (ECR) 项目的支持。 ECR 项目强调基础的 STEM。产生该领域基础知识的教育研究。投资于重要、广泛和持久的关键领域：STEM 学习和 STEM 学习环境、扩大 STEM 的参与以及 STEM 劳动力发展。该奖项反映了 NSF 的法定使命。通过使用基金会的智力价值和更广泛的影响审查标准进行评估，并被认为值得支持。