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 The project aims to examine published and unpublished studies that investigated the effects of psychosocial interventions on mathematics attainment through randomized controlled trials or high-quality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.

许多大学生学习数学的学习很难，不是因为他们无法学习，而是因为他们常常不认为自己可以成功地表现。学生们认为，以及他们与学习相关的和社会影响的需求，人们的看法，目标和策略（通常被描述为社会心理因素）是其学术成就的关键因素。由于这些因素是可延展的，因此对他们进行了许多针对心理社会因素的干预措施，并可以在大学数学课堂中实施。但是，关于这些干预措施的有效性以及此类干预措施的影响可能会有所不同。该项目将通过调查社会心理干预措施的有效性来纠正国家优先考虑大学生的数学成就。该项目将收集和评估有关大学数学中社会心理干预措施的积累证据。该项目的发现将有助于改善大学学生的数学成果，从而为管理人员和讲师提供可以利用学生的社会心理素质的证据实践。该项目是对大量研究的全面系统综述和荟萃分析，该研究测试了针对社会心理机制的干预措施，以改善高等教育后学生的数学尝试。该项目旨在研究已发表和未发表的研究，这些研究通过随机对照试验或高质量的准实验设计来研究心理社会干预对数学成就的影响。根据针对性的心理社会机制，将从战略学习和相关文献的模型中进行分类，干预效果汇总。使用频率方法，该项目将回答两个主要的研究问题：大学数学对学生数学成就和心理社会因素的心理心理干预措施的总体有效性是什么？干预效果之间的其他异质性来源是什么？这种定量综合将创建一个丰富的研究数据库及其效果，提供有关何时以及在何种程度上改变学生的心理社会质量并影响学生的数学成果的证据。将使用MUTOS框架进行系统分析，哪些基于方法（M），单位（U），处理（T），结果（O）和设置（S）的类别研究。这些类别将在随机效应元回归模型中充当可测试的主持人，评估干预效果的幅度或方向是否因这些特征而有所不同。探索治疗效果的异质性将对成功的心理社会干预的组成部分，扩展心理理论的知识并为大学数学中的循证计划设计。该项目得到了NSF的EDU核心研究（ECR）计划的支持。 ECR计划强调了基本的STEM教育研究，该研究在该领域产生了基础知识。投资是在重要，广泛且结束的关键领域进行的：STEM学习和STEM学习环境，扩大参与STEM和STEM劳动力发展。该奖项反映了NSF的法定任务，并通过基金会的知识分子的优点和更广泛的影响来评估NSF的法定任务。