Using wise interventions to motivate deliberate practice

Abstract

Deliberate practice leads to world-class excellence across domains. In the current investigation, we examined whether psychologically "wise" interventions targeting expectancies and values-stock antecedents of ordinary effortful behaviors-could motivate nonexperts to engage in deliberate practice and improve their achievement. As a preliminary, we developed and validated a novel task measure of deliberate practice and confirmed its association with (a) expectancy-value beliefs, and (b) achievement in the nonexpert setting (Study 1). Next, across 4 longitudinal, randomized-controlled, field experiments, we intervened. Among lower-achievers, wise deliberate practice interventions improved math performance for 5th and 6th graders (Study 2), end-of-semester grades for undergraduates (Study 3), and end-of-quarter grades for 6th graders (Study 4); the same pattern of results emerged in end-of-quarter grades for 7th graders (Study 5). Following the intervention, expectancy-value beliefs and deliberate practice improved for 1 month (Study 4), but not 4 (Study 5). Treatment proved beneficial over and above 2 control conditions: 1 that taught standard study skills (Studies 2 and 3), and 1 that discussed deep interests, generalized motivation, and high achievement (Studies 4 and 5). Collectively, these findings provide preliminary support for the heretofore untested hypothesis that deliberate practice submits to the same laws that govern typical forms of effortful behavior, and that wise interventions that tap into these laws can spur short-term gains in adaptive beliefs, deliberate practice, and objectively measured achievement. (PsycINFO Database Record

Figure 1

In Study 2, the treatment condition improved math performance in Khan Academy for lower-achievers, and the control condition improved math performance in Khan Academy for higher-achievers. Shaded areas indicate regions of significance.

Figure 2

In Study 3, the intervention raised end-of-semester academic achievement for all undergraduates, and especially among lower-achievers. Shaded areas indicate regions of significance.

Figure 3

Screenshot of the intervention.

Figure 4

In Study 4, the intervention increased fourth quarter grades for all sixth graders, and especially among lower-achievers. Shaded areas indicate regions of significance.

Figure 5

In Study 5, the full treatment condition increased third quarter grades for lower-achieving seventh graders. Shaded areas indicate regions where full treatment differed from the control condition (half treatment did not differ from control at any values of the moderator).

Figure 6

On average, across Studies 2–5, mean achievement scores were 0.20 standard deviations higher in the treatment conditions than control conditions at post-intervention (Panel a). Additionally, the weighted mean coefficient for the Treatment X Prior achievement interaction was significantly different than 0 (Panel b).