The effect of distal utility value intervention for students’ learning

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The purpose of this study was to determine whether a utility value intervention influenced students’motivation and performance. Specifically, we examined the effect of distal utility value (i.e., the recognition of content usefulness for skill development that can improve daily and future endeavors) instruction in this study.Fifty-one Japanese undergraduate students completed an experimental session in the laboratory, in which they performed a series of logical reasoning problem-solving tasks. The experimental group was told that the task would prove their logical thinking while the control group was not. The results indicated that the information about the distal utility of the practice increased participants’ interest and engagement, but did not significantly affect actual performance. The theoretical and practical implications of these findings were discussed.

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