This study examined the effects of a utility value (UV) intervention on students' situational interest and boredom in science using hierarchical linear growth modeling. Data were collected in a diverse sample of 339 students in 13 seventh and ninth grade science classrooms using surveys and end-of-class reports collected on 11 occasions. Results showed no UV intervention effects on students' trajectories of situational boredom. Contrary to expectations, both seventh and ninth graders in classrooms with the UV intervention showed small but significant declines in situational interest over time relative to a writing comparison group. Intervention effects were not moderated by success expectancies. Explanations for these unexpected findings, as well as implications and future directions, are discussed.

本研究使用分层线性增长模型检验了效用价值 (UV) 干预对学生在科学中的情境兴趣和无聊感的影响。通过 11 次收集的调查和课后报告，在 13 个七年级和九年级科学教室的 339 名学生中收集了不同样本的数据。结果表明，紫外线对学生的情境无聊轨迹没有影响。与预期相反，与写作对照组相比，在紫外线干预的教室中，七年级和九年级学生的情境兴趣随着时间的推移出现了小幅但显着的下降。干预效果不受成功预期的影响。讨论了对这些意外发现的解释，以及影响和未来方向。