A Domain-Based Framing Intervention Promoting Students' Self-Regulated Learning Beliefs in Science.

SOCIAL belonging; HELP-seeking behavior; SCIENCE education; FRAMES (Social sciences); FIRST-generation college students; LOW-income students; SOCIAL goals

We implemented a brief framing intervention to a broad sample of undergraduate students (N = 180; 57% men; 58% White) majoring in science as an individual end-of-year reflection activity. We examined the immediate effects on students' social belonging, help-seeking motives, prosocial goals for pursuing science, social-academic concerns, and stress. Using Bayesian methods, we first estimated a path model to test and understand the probability of the direct and indirect effects of the intervention on these outcomes. We then examined whether the intervention was specifically effective for those who identified as first-generation or low-income students. The framing intervention resulted in higher social belonging and help-seeking motives among all students and was uniquely associated with students' prosocial goals for pursuing science. The effects of the intervention on students' social-academic concerns and stress were indirect, operating primarily through help-seeking motives. The intervention demonstrated specific benefits for low-income students, producing stronger indirect effects on social-academic concerns and stress for low-income students through help-seeking. The brief intervention demonstrated small and moderate effects on students' social belonging and help-seeking, respectively, relative to an active control condition. We consider the implications of our findings and the role of framing interventions in positively shaping students' help-related motives and behaviors. [ABSTRACT FROM AUTHOR]

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