One Possible Idea for Study Design: Does Internalizing the Rationale for a Screenwriting Exercise Improve Feelings of Creativity?

A recent study (Hyungshim Jang, 2008) suggests that teachers will be more successful in promoting student motivation to perform tough tasks when they provide a rationale that explains the lesson's value, helps the student understand why the lesson is worth their effort, and most importantly why the lesson has use and personal meaning for the student.

In 2008 Hyungshim Jang presented a study of rationales (reasons for a particular exercise, provided by the teacher) and a student's motivation, engagement, and learning during learning activities. In Jang's study, one hundred thirty-six undergraduate students worked on a relatively uninteresting short lesson after either receiving or not receiving a rationale. Students who received the rationale showed greater interest, work ethic, and determination. (Hyungshim Jang, 2008).

Jang's study went on to test three alternative models to see if they could account for how the rationale produced benefits: Model 1) an identified regulation model based on self-determination theory, Model 2) an interest regulation model based on interest-enhancing strategies research, and Model 3) an additive model that integrated both models. According to Jang, the data fit all three models; however, only the first model (based on self-determination theory) helped students' engagement and therefore, their learning.

The results of Jang's study suggest the preferred approach is to get each student to accept a rationale for undertaking a task as his or her own, rather that just generating strategies to make the task more interesting (e.g., goal setting, varying the way they do the task, working in groups, and/or making the task into a game). Getting the students to internalize the value of the learning activity seems to be the better approach.

In its broadest interpretation, Jang's study suggests how teachers can use a rationale to help students to learn.

While Jang only tested on a relatively uninteresting short lesson, we might frame our study to show how providing a rationale for a challenging exercise (i.e., persuading the students that writing a COP that has personal meaning and validity is worth the effort because it will help them with the work of filmmaking) can help students to have more positive feelings about the difficult work of creating. Specifically, can we design a study that tests whether providing students with a rationale they can internalize (getting the students to accept that writing a COP that expresses the theme of their film and their own beliefs can help with their own screenwriting), either helps or doesn't help student filmmakers to feel more creative? Does helping students to internalize the rationale for the COP exercise translate into a self-report of improved creativity?

Jang, Hyungshim . (2008). Supporting Students' Motivation, Engagement, and Learning During an Uninteresting Activity. Journal of Educational Psychology, 100(4), 798.