Attainable Values Research Articles

How Motivated are Teachers to Promote Self-Regulated Learning? A Latent Profile Analysis in the Context of Expectancy-Value Theory

Motivation is a core element of teachers’ professional competences and, therefore, of great importance to teaching and learning. Motivation might explain why teachers do or do not promote self-regulated learning (SRL). Drawing on expectancy-value theory (EVT), this study used a person-centred approach to investigate to what extent multiple motivational aspects (self-efficacy; intrinsic interest, extrinsic utility, and attainment value; opportunity and effort costs) shape teachers’ motivational profiles. It examined the extent to which those profiles differ regarding experience in promoting SRL, the implicit theory of SRL, and the promotion of SRL. The study sample consisted of N = 280 in-service teachers (51.8% women; Mage = 44.34, SD = 10.82). Three profiles were identified: The high costs profile (profile 1, 30.8% of teachers), the moderate profile (profile 2, 24.4% of teachers), and the high success expectations and task values profile (profile 3, 44.8% of teachers). Further analyses revealed significant differences between these profiles concerning experience in promoting SRL, implicit theory of SRL, and the promotion of SRL, with Profile 1 showing the lowest values and Profile 3 the highest for each factor. The study found that high expectations are associated with high values, and costs are low when expectations and values are high and vice versa. This is in line with the assumptions of EVT and is applicable to all three profiles. These results indicate a clear need to support teachers in promoting SRL, especially those with high perceived costs, to ensure costs do not override the other considerations in EVT. Overall, this study is ‘frontline’ because it highlights the relevance of motivation as an aspect of teachers’ professional competences in promoting SRL. Furthermore, this study emphasizes the importance of combining EVT and SRL to provide a more nuanced picture of teachers’ motivation to promote SRL. It offers new insights that could influence the conceptualization of professional development programs for SRL.

The relation between autonomy support and music enjoyment in online learning for music undergraduates in the post-COVID-19 era.

Music enjoyment is considered to predict music-related academic performance and career choice. Although relevant research in non-music fields has demonstrated the association between teachers' autonomy support and students' academic enjoyment, it remains unknown whether this association is valid in the music discipline. In addition, in the post-COVID-19 era, online education has become a common way of teaching and learning for music undergraduates. In the form of online learning, the mechanisms mediating teachers' music autonomy support and students' music academic enjoyment are also unknown. This study draws on Pekrun's theory of achievement emotions and control values to explore the mediating role of attributions and values in the association between autonomous support and academic achievement. In this study, 270 undergraduates majoring in music eventually completed the online surveys. Results from structural equation modeling indicated that autonomy support positively predicted music enjoyment and that attributions (i.e., internal attribution and external attribution) and values (i.e., intrinsic value, attainment value, utility value) mediated the association between autonomy support and music enjoyment. The findings also provide insights into possible avenue for promoting music enjoyment emotion during online teaching in the post-COVID-19 era. Implications and limitations are discussed in the study.

Work and Family Pathways and Their Associations with Health for Young Women in Korea.

The aim of this study is two-fold: to discern patterns in pathways of work and family transitions among young women (aged 24-39 years) whose decisions and behaviors toward labor force participation, marriage, and parenthood are considerably shaped by social constraints and gender norms; and to examine whether and to what extent work and family pathways are associated with later health. Using data from a longitudinal survey based on a large sample of adult women in Korea (N = 2418), we identified eight dominant pathways of employment, marriage, and parenthood among young women and found that educational attainment and family values are strong predictors of these work-family pathways. We also found that the timing and sequencing of work-family pathways appears to be associated with later health outcomes. In particular, unemployed women who are not married and do not have children seem to be vulnerable to health problems, compared to those with other pathways. We discuss the implications of our findings regarding the occurrence of work and/or family transitions, as well as their timing and sequencing for women's health in later life.

Structure, relationship, and determinants of monitoring strategies and judgment accuracy. An integrated model and evidence from two studies

Metacognitive monitoring plays a central role in models focusing on either monitoring strategies (models of self-regulated learning) or monitoring judgments and their accuracy (models of metacognition). Although monitoring strategies and monitoring judgments are both concerned with monitoring one's learning progress, they have been analyzed independently so far. To combine these two research perspectives, we propose an integrated model. Two studies empirically tested the factorial structure of metacognitive monitoring and investigated the influence of metacognitive knowledge and motivational components. The studies focused on global (Study 1, N = 396) and situation-specific (Study 2, N = 225) metacognitive monitoring as well as quantitative and qualitative aspects of metacognitive monitoring (both studies). Metacognitive monitoring was characterized by three separate but correlated factors: quantity of monitoring strategy use, quality of monitoring strategy use, and judgment accuracy. Furthermore, common (metacognitive knowledge, expectancy of success) and specific (attainment value) determinants of metacognitive monitoring were identified.

The long-term effects of school education on further education: a longitudinal view on motivation and behaviour in youth and adulthood.

As school learning should enable people to self-determine their own lives, its long-lasting relevance for participation in further education is an essential outcome. Contemporary adult education research shows that beliefs and memories from one's school years have an impact on the motivation to pursue further education in working life. However, almost no longitudinal research exists that investigates the long-term forces behind adults' motivation to educate themselves. Hence, the present study examined whether students' learning-related behaviour, cognitions and emotions that developed in their school years are related to the subjective value they place on further education, their expectations of success in solving further learning tasks, and thus the likelihood of participating in further education. Corresponding structural equation analyses on data from the German panel study LifE (n = 1,110) revealed that the learning behaviour, ability self-concept and test anxiety at the age of 12, along with their individual change between the ages of 12 and 16, are associated in different ways with the attainment value and subjective costs placed on further education and expectations of success at the age of 35. In contrast, no influence of youth characteristics on the likelihood of participating in further education could be found. The findings indicate that especially the development of learning-related cognitions and emotions in secondary school is sustainably related to the individual's success expectancy and achievement value of further education. Long-term dependencies should be further investigated with regard to academic domains and socio-economic pathways.

Impact of Research Training on Newly Graduated Health Professionals' Motivation to Undertake Research.

BackgroundClinical research is vital for improved patient health outcomes. However, there has been a decline in the number of new researchers replacing an aging workforce. This is because multiple factors impact on newly graduated health professionals’ (HPs) readiness and motivation to engage with research training and undertake research when taking up hospital clinical roles.MethodsDrawing on the Expectancy-Value-Cost (EVC) theory, a sequential explanatory mixed methods design involving cross-sectional survey and purposely sampled participant interview data was utilised to investigate the factors that impact on motivation to undertake research for three newly graduated HP groups (allied health, medical and nursing and midwifery). Survey data were subjected to descriptive and inferential statistical analysis, while interview data were thematically analysed to identify recurring themes. Framework analysis was utilised for triangulation of findings.ResultsParticipants’ previous exposure to research training influenced their expectancy to undertake research. Participants who had previous research training reported significantly higher (P < 0.001) research confidence (Median (IQR) 3.0 (3.0–3.0)) compared to those who had no previous research training (Median (IQR) 0.0 (0.0–1.0)). However, in relation to types of values attached to research, participants who demonstrated intrinsic and attainment values were more engaged and motivated to undertake research despite a myriad of barriers compared to those who demonstrated utility value (P < 0.001). The qualitative data revealed six overarching themes in terms of factors that influence motivation (i) Importance of early immersion into formal research training (ii) Attitude to research (iii) Time constraints (iv) Poor visibility of research training opportunities (v) Lack of organisational support (vi) Low returns on effort.ConclusionResearch training builds confidence, however, to foster motivation for the uptake and continued engagement with research, educators would need to help new HPs see the intrinsic and attainment values of research as they move through the career pipeline.

Artificial Intelligence Based Customer Churn Prediction Model for Business Markets.

The introduction of artificial intelligence (AI) and machine learning (ML) technologies in recent years has resulted in improved company performance. Customer churn forecast is a difficult problem in many corporate sectors, particularly the telecommunications industry. Because customer churns have a direct impact on a company's total revenue, telecommunications firms have begun to develop 76 models to reduce churns at an earlier stage. Previous research has revealed that AI and ML models are effective CCP solutions. According to this viewpoint, this study proposes a unique AI-based CCP model for Telecommunication Business Markets (AICCP-TBM). The AICCP-TBM model's purpose is to control the existence of churners and non-churners in the telecom sector. The proposed AICCP-TBM model employs a Chaotic Salp Swarm Optimization-based Feature Selection (CSSO-FS) method for the best feature assortment. In addition, a Fuzzy Rule-based Classifier(FRC) is used to distinguish between client churners and non-churners. A technique known as Quantum Behaved Particle Swarm Optimization (QPSO) is used to pick the membership functions for the FRC model in order to improve the classification performance of the FRC model. The performance of the AICCP-TBM model is validated using a benchmark CCP dataset and the experimental results are reviewed from several angles. In relations of presentation, the imitation consequences demonstrated that the AICCP-TBM model surpassed the most recent state-of-the-art CPP models. The suggested AICCP-TBM method's comparative accuracy was thoroughly tested on the three datasets used. Using datasets 1-3, this technique obtained better levels of accuracy, with the maximum attainable values being 97.25 %, 97.5 % and 94.33 %. The simulation results for the AICCP-TBM model demonstrated improved prediction performance.

Decomposing trait and state variability in general and specific subjective task value beliefs

Expectancy-value researchers have theorized about the extent to which subjective task value components are more trait-like or more state-like. Using a bifactor representation of subjective task value data, the current study aimed to examine the degree of trait-state variation in general subjective task value, specific attainment value, specific intrinsic value, and specific utility value. The relations of both between and within components of the subjective task value constructs with academic self-efficacy beliefs were also examined. Results indicate that, in an undergraduate life science learning context (n = 169), the general subjective task value factor was the most trait-like of the subjective task value constructs. With respect to specific value beliefs, attainment value was composed of nearly equal amounts of trait and state variation, intrinsic value was composed of the largest amount of trait variation, and utility value exhibited the most state-like variation. Additionally, findings suggest that trait-like and state-like general subjective task value, trait-like specific intrinsic value, and state-like attainment value were positively associated with self-efficacy. Finally, we propose a model of trait- state dynamics in subjective task value.

A phenomenological study of online assessment during a pandemic crisis: Insights from Malaysia, Lithuania, and Spain.

Many countries, namely, Malaysia, Lithuania, and Spain, shifted to online assessment during the COVID-19 pandemic. This qualitative case study, which involved 18 undergraduate students from the three countries, was conducted to probe insights into their online assessment experience. Data were interpreted from the perspective of the expectancy-value theory of motivation, which focuses on intrinsic attainment, utility, and cost values. The findings revealed that students were motivated to complete their assessment since they experienced flexibility besides having effective assessment guidelines. The positive experiences were related to intrinsic and attainment values; however, the students were also demotivated when stressed, indicating the high-cost value. Utility value was found to overlap with cost value in this study because students were dissatisfied with the online assessment and expressed less preference for this approach in future. This contributes to our understanding that educators must consider utility values when preparing online assessments. The pedagogical implications of this study revolve around the importance of a checklist, mock exams, alternative assessment (Plan B), and video demos for an effective assessment.

Development of Two Scales Measuring Task Value of Peer Feedback Provision and Reception for Pre-Service Teachers

This research aimed to develop two scales measuring pre-service teachers’ task value towards peer feedback provision and peer feedback reception (PFR) based on expectancy-value theory. Two studies were conducted to investigate the psychometric properties of the scales with the sample of undergraduate students in teacher education programs. In the first study, exploratory factor analysis for both scales revealed 13 items collected under utility, intrinsic, and attainment value factors. A general task value factor was also identified in the scale regarding PFR. In the second study, different models of the scales were evaluated with confirmatory factor analysis, and the second-order models were favored. Moreover, reliability and additional analyses supported using a general task value factor that was highly correlated with students’ willingness to participate in peer feedback activities. Overall, this study provides two scales, recommends research for further validation, and discusses the internal structure of the task value construct.

Egg-derived porous plasma modified clay composite for wastewater remediation.

Clays are often envisaged as an alternative to activated carbon for wastewater pollutant adsorption. However, conclusive results have only been obtained for clays heavily chemically modified. In this study, a greener approach is proposed to improve the retention capacity of clays. It consists in mixing clay (C) with eggshell (ES) and calcine, and then exposing to gliding arc plasma (ESC-800/PL). The resulting materials were characterized by nitrogen physisorption, FTIR, XRD, TGA/DTG, and point of zero charge analyses. The preparation gives porous platelet agglomerates resulting from the kaolinite-metakaolinite transition, thereby increasing their internal specific surface area and capacity to retain pollutants. This granular distribution is kept stable by partial pozzolanic reactions avoiding deagglomeration. The specific surface area and total pore volume increased respectively from 14 m2g-1 and 0.049 cm3g-1 to 89 m2g-1 and 0.061 cm3g-1 leading to an enhanced removal efficiency of Fast Green and Orange G dyes from polluted water. The maximum adsorption capacity occurred at 298K attaining values of 32.34 and 14.78mgg-1 for OG and FG, respectively. The pH plays a crucial role in the maximum sorption of dyes, and the experimental data were successfully adjusted to pseudo-first-order kinetic and Liu isotherm model.

Revisiting multiple pathways to achievement: Re-examining the roles of achievement goals in predicting grades through task values

Research suggests that undergraduates' learning and performance-approach goals initiate distinct pathways to course achievement through different task values. However, few studies were longitudinal or controlled for initial task values. It therefore remains unclear whether task values mediate the relation between initial achievement goals and final grades beyond initial task values. The present study examined these pathways in two year-long college courses (N = 175). When initial task values were not controlled, the hypothesized pathways emerged: Semester 1 learning goals predicted year-end course grades via Semester 2 intrinsic value whereas Semester 1 performance-approach goals predicted course grades via Semester 2 attainment value. When Semester 1 values were controlled, however, achievement goals generally did not predict task values, although Semester 2 intrinsic and attainment value remained independent predictors of grades. These findings help to clarify and reconcile previous research findings and underscore the importance of accounting for construct stability to elucidate motivational processes.

Introducing the DYNAMICS framework of moment-to-moment development in achievement motivation

This article introduces a new theoretical and psychometric framework describing moment-to-moment development and inter-dependencies of achievement motivation in terms of the situated expectancy-value theory, by introducing dynamical systems concepts into this line of research. As a first empirical example of a study using this framework, we examined whether task values, costs, and success expectancies measured in a learning situation (time point t) predicted themselves and each other at the next situation (t + 1; 27 min later) within a weekly university lecture.Situational task values, expectancies, and costs were assessed using the experience sampling method in 155 university teacher training students during weekly lectures for one semester, with three surveys during each weekly lesson. Data were analyzed with multilevel cross-lagged structural equation models.There were significant auto-regressions from one learning situation to the next in success expectancies and effort costs, but not in intrinsic, utility, or attainment value nor emotional or opportunity costs. There were no significant cross-lagged effects from one situation to the next in any of the measured situated expectancy-value components.As a framework to integrate dynamical systems concepts into the research on situated learning motivation, we expect the proposed DYNAMICS framework to have a substantial impact on further theory development.

Investigation of the mechanical performance of the composite prosthetic keel based on the static load: a computational analysis

In this paper, the numerical simulation of the mechanical performance of a composite prosthetic keel structure under static load has been explored, and the findings of this inquiry have been included. The prosthetic keel is constructed from an epoxy and glass fiber composite, 3 percent weight (MWCNTs with SiC), and a carbon nanotube, which are utilized in conjunction with other materials to create the structure. The force that is applied in this example is 1,000 N, and it is applied in accordance with the boundary condition that has been previously established in this case. The ANSYS modeling software package was used to create the prosthetic keel model, which was meshed and created. Because of the total deformation, the fundamental simulation results of the prosthetic keel model have been converged in line with the total deformation, which was used as a reference to determine the total deformation. The major outcome of the current numerical analysis has been successfully validated by considering the findings of the earlier experimental study. The mechanical performance of the composite prosthetic keel structure is determined by four primary criteria, the results of which are based on the findings. Aspects to analyze include equivalent elastic strain, three-axis directed deformation, total deformation, and equivalent stress (von Mises). Although only 0.00058 mm total deformation is created by the imposed static load of 1,000 N (the least attainable value), it represents the largest total deformation. The equivalent stress (von Mises) responded to the load with a response of 0.045 MPa, which is quite small. Furthermore, the equivalent elastic strain has also been undertaken and it resulted in a value of elastic strain of 3.4*10^7.

Measuring linear correlation between random vectors

We introduce a new scalar coefficient to measure linear correlation between random vectors which preserves all the relevant properties of Pearson’s correlation in arbitrarily large dimensions. The new measure and its bounds are derived from a mass transportation approach in which the expected inner product of two random vectors is taken as a measure of their covariance and then standardized by the maximal attainable value given their marginal covariance matrices. The new correlation is maximized when the average squared Euclidean distance between the random vectors is minimal and attains value one when, additionally, it is possible to establish an affine relationship between the vectors. In several simulative studies we show the limiting distribution of the empirical estimator of the newly defined index and of the corresponding rank correlation.A comparative study based on financial data shows that our proposed correlation, though derived from a novel approach, behaves similarly to some of the multivariate dependence notions recently introduced in the literature.Throughout the paper, we also give some auxiliary results of independent interest in matrix analysis and mass transportation theory, including an improvement to the Cauchy–Schwarz inequality for positive definite covariance matrices.

Two Dimensional CFD Analysis on Different Rocket Nozzles

The reduction of Earth-to-orbit launch costs in conjunction with an increase in launcher reliability and operational Efficiency is the key demands on future space transportation systems, like single-stage-to-orbit vehicles (SSTO). The realization of these vehicles strongly depends on the performance of the engines, which should deliver high performance with low system complexity. Performance data for rocket engines are practically always lower than the theoretically attainable values because of imperfections in the mixing, combustion, and expansion of the propellants. The main part of the project addresses different nozzle concepts with improvements in performance as compared to conventional nozzles achieved by Different Mach numbers, thus, by minimizing losses caused by over- or under expansion. The design of different nozzle shapes and flow simulation is done in gambit and fluent software’s respectively for various parameters

The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students' Self-Rated Foreign Language Proficiency.

The present study explored the relations among foreign language (FL) classroom anxiety, enjoyment, expectancy-value motivation, and their predictive effects on Chinese high school students’ self-rated FL proficiency. Participants were 280 senior high school Chinese English as a foreign language learners who were surveyed on their foreign language classroom anxiety (FLCA), foreign language enjoyment (FLE), and expectancy-value motivation. Results showed that (1) the students generally experienced a medium to a high level of FL classroom emotions with FLE slightly higher than FLCA. They were more value-motivated than expectancy-motivated toward FL learning. Most of them perceived their FL proficiency as unsatisfying; (2) the students’ FLE was significantly positively correlated with all dimensions of expectancy-value motivation, while their FLCA and expectancy-value motivation demonstrated a complex correlation pattern. As the students’ FLCA level increased, their expectancy beliefs, intrinsic value, attainment value, and utility value decreased, but their cost value increased. By contrast, as their FLE level increased, their expectancy beliefs, intrinsic value, attainment value, utility value all increased, while their cost value first increased and then slightly decreased; and (3) expectancy beliefs, intrinsic value, private enjoyment in FL learning and anxiety arising from fear of negative evaluation jointly significantly predicted the students’ self-rated FL proficiency. Implications for future research and teaching were also discussed.

Metallic surface temperature at the very beginning of the laser-induced breakdown obtained from black-body radiation.

We present experimental results of cooper surface temperature measured nanosecond by nanosecond at the very beginning of the laser-induced breakdown experiment. The experiment is conducted by Nd:YAG laser for three irradiances: 1.4×10^{9}, 3.2×10^{11}, and 3.7×10^{12} W/cm^{2}. The temperatures of the metal surface, before plasma is created, are in the interval 7400-11200K. These values are close to most estimates for the critical temperature of copper. The moment when plasma was created is recognized applying a bifurcated optical cable. After creation, temperature of the plasma increases attaining values over 50000K. All temperatures are derived relying on continuous spectra emitted from the bright spot illuminated by the laser.

Understanding Players' Sportspersonship Attitude, Expectancy-Related Beliefs, and Subjective Task Values in Field Hockey: An Integrated Approach.

(1) Background: The purpose of this study was to examine the relationship between expectancy-value components and attitudes toward sportspersonship among Malaysian adolescent field hockey players. This study also examined the effect of expectancy beliefs, task values, and sportspersonship attitude on the motivation of adolescent field hockey players by gender and age group. (2) Methods: The Malay versioned Expectancy Value Model Questionnaire and the Malay versioned Multidimensional Sportspersonship Orientations Scale were administered on 730 respondents (µ = 15.46 ± 1.83 years). (3) Results: The expectancy values and attainment value (r = 0.894), utility value and attainment value (r = 0.833) were highly correlated. There was no significant gender difference in expectancy, task values, and sportspersonship attitude dimensions. The main effect of age group was significant on task values: F (2724) = 4.19; p = 0.01. The difference was indicated between age groups of 15–16 years and 12–14 years (p = 0.02, d = 0.014) under task values variable. (4) Conclusions: There is no significant relationships between sportspersonship attitude (MSOS-M) and of expectancy beliefs and task values (EVMQ-M). To conclude, female and younger players demonstrate lower expectancy beliefs, task values, and sportspersonship attitudes than male and older field hockey players.

Meningkatkan Motivasi menjadi Mahasiswa yang berprestasi di masa Pandemi

Achievement motivation is the driving force to achieve the highest possible level of learning achievement for the sake of hope for himself. Achievement motivation is influenced by two internal and external factors. The higher the student achievement motivation, the better for student achievement gain academic at the time of this pademi. On the other hand, the lower the student's achievement motivation, the lower the academic achievement, especially during the pandemic. In this case, students with high achievement will succeed in understanding or obtaining high academic achievement and students with low achievement motivation on the contrary tend to obtain low academic achievement. There are four factors that determine the level of achievement motivation of a student, especially during the pandemic to carry out tasks, namely 1) the value placed on the success of the field (attainment or incentive value), 2) individual expectations of success, c) attribution of why someone succeeds or fails, d) Individual Formation standards. Meanwhile, someone who has high motivation has the characteristics of 1) having the desire to compete in a healthy manner with himself and with others, 2) having a better work desire, 3) thinking reality, knowing his abilities and weaknesses, 4) having responsibility. [personal, 5) Able to make breakthroughs in thinking, long-term strategic thinking, 6) always take advantage of feedback for improvement.