Expectancy-value Theory Research Articles

Coding attitudes of fourth-grade latinx students during distance learning

ABSTRACT Background and Context Despite the growing initiatives in K-12 computer science (CS), there is a continued disparity in the participation of Latinx and multilingual students, a historically underrepresented group in computing. The inequitable participation may be understood by examining students’ early development of CS attitudes. Objective This study aims to explore shifts and elicitation in coding attitudes of fourth-grade, Latinx students (ages 9-10) who underwent a year-long remote coding curriculum, with consideration of gender and language designation. Method Using a mixed method approach, pre-post survey responses on coding attitudes were analyzed to understand shifts and portrayal of Interest, Confidence, Utility, Social Values, and Perception of Coders, with consideration of gender or designation as an English Language Learner. Findings Gender and language designation did not interact with overall attitude shifts. However, there is a significant difference in Social Values and Confidence over time. Student interviews revealed more nuance in social influences with siblings and cousins as key motivators for extended learning, underlying values of perseverance in confidence, mixed perception of what coders do, and the importance of creativity to develop interest. Implications The key role of social influence in driving higher identity among Latinx students points to the important role of extended family. Moreso, developing students’ confidence in domain-specific tasks should be a focus in curricula in order to have a longer-term impact on motivation. Finally, more research on the role that subjective task values pertaining to cultural values should be explored in early coding motivation in order to broaden participation. Keywords: Coding attitudes, elementary students, remote learning, expectancy-value theory, coding curriculum.

Mapping Motivation Cost in Physical Education: Validating a Psychometric Instrument

ABSTRACT Derived from the Expectancy-Value Theory (EVT) model, cost has drawn scholarly interest for being predicative of avoidance motivation. The study is an effort to develop and validate an instrument to measure students’ perceived costs in physical education. Through literature review and student interviews, a draft of 39 items under seven domains was developed for content validation. A total of 29 items were sent to collect psychometric evidence from two samples of 6th to 8th grade middle school students, age 11 to 15. Exploratory factor analyses (EFA) were applied on the first sample and yielded a three-factor construct to measure social costs (six items), physical costs (five items), and loss of valuable alternatives (five items). with item loadings ranging from .48 to .73. Following confirmatory factor analysis (CFA) applied on the second student sample confirmed the construct with satisfactory fitting indexes.

Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?

Higher education has evolved in ways that may increase the challenges life science faculty face in providing accommodations for students with disabilities. Guided by Expectancy-Value Theory, we interviewed 34 life sciences faculty instructors from institutions nationwide to explore faculty motivation to create disability-inclusive educational experiences. We found that faculty in our sample perceive that providing most standard accommodations is a manageable but often challenging task. Further, faculty in our sample feel that improving accommodations necessitates additional support from their institutions. Most faculty had high attainment value for providing accommodations, in that they strongly believed that supporting students with disabilities is the fair and right thing to do. However, faculty did not perceive much utility value or intrinsic value in their task of providing accommodations, and most reported that providing accommodations can be a substantial burden on faculty. These findings imply that current approaches to providing inclusive educational experiences for students with disabilities rely primarily on the personal belief that providing accommodations is the right thing to do, which likely results in a flawed and inequitable system given that not all faculty equally share this conviction.

“I just don’t find it interesting”: academic major and timing of enrollment predict motivation in an introductory biology course

ABSTRACT Situated expectancy-value theory (SEVT) posits that students’ expectancies for success, task values, and perceived costs affect their performance in STEM courses. Less is known about how students’ majors and timing of course completion affect motivational processes. Using the SEVT framework, this study utilised a convergent mixed methods approach to investigate academic motivation among students (N = 646) who enrolled in introductory biology at a large public university. Survey data revealed that students majoring in Biology were more motivated than students from other majors, although academic major was not directly associated with final grade. Upper-level students reported significantly lower competence-related beliefs and task values and perceived higher effort cost compared to first-year students. Upper-level students also earned significantly lower grades than first-year students. Both academic major and year in college had significant indirect effects on final course grades. Interviews with students (N = 31) helped explain and extend quantitative results. This study demonstrates that understudied factors (i.e. academic major and year in college) are important predictors of motivation in a gateway biology course and identifies themes that contribute to student motivation in this context.

Past due! Racializing aspects of situated expectancy-value theory through the lens of critical race theory.

Past due! Racializing aspects of situated expectancy-value theory through the lens of critical race theory.

Exploring competency: Corporate framework, learning theories, and a cognitive development model

This review paper delves into the cognitive aspects of corporate learning and competency development, focusing on various theories and models explaining neurocognitive and behavioral psychology. This paper explores “Maslow's hierarchy of needs”, “Affective, Behavioral, and Cognitive (ABC) Model of Attitude”, “Expectancy Value Theory”, “NLP Communication Model”, “Social Cognitive Learning Theory”, “Knowles' theory of Andragogy”, “NLP Neurological Levels”, “Theory of Planned Behavior”, "Cognitive Load Theory", "Cognitive Learning Principles Underlying the 5E Model", and "Constructivism Theory". While these theories individually address specific aspects of human behavior, they have limitations in their individual scope when applied to the corporate competency development process. This paper constructs the "Cognitive Competency Development Model (CCDM)", which integrates the examined theories and models, providing a cohesive framework for understanding competency development within organizations. This paper briefly discusses the meaning of competency and a typical competency development framework used by corporates. The CCDM emphasizes the multifaceted nature of competency development. It considers the intricate interplay of individual, social, and environmental factors in shaping competency development. It begins with the mental filtering of learning stimuli by various expectancies, neurological factors, and hierarchies of needs. This filtered information forms a perception and knowledge construct, leading to competency development. Competency may affect attitudes and intentions, resulting in behavioral change and better performance at work. The paper concludes by highlighting the potential of the model to inform the design of more effective learning and development interventions. By understanding how the brain influences learning and development, organizations can improve their training programs and create a culture of continuous learning.

Evaluation of Novel Food Additives on Product Acceptability in France

Purpose: The aim of the study was to analyze the evaluation of novel food additives on product acceptability in France. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: This study evaluating novel food additives on product acceptability in France, it was found that natural and organic additives significantly enhanced consumer acceptance. The additives were primarily valued for their perceived health benefits and minimal processing. Taste testing revealed that products with natural flavors and colors were preferred over those with synthetic counterparts. However, there was resistance among certain demographics, particularly older consumers, who showed a preference for traditional flavors. Overall, the study suggests that while novel additives can increase acceptability, consumer education and transparent labeling are crucial for widespread adoption. Unique Contribution to Theory, Practice and Policy: Theory of planned behavior (TPB), diffusion of innovations theory & expectancy-value theory may be used to anchor future studies on analyze the evaluation of novel food additives on product acceptability in France. Implement educational programs that inform consumers about the benefits and safety of novel food additives. Advocate for the development of clearer, more consistent regulatory guidelines for novel food additives to ensure safety and quality across markets.

Impact of School Feeding Programs on Student Attendance and Performance in Ghana

Purpose: The aim of the study was to investigate the impact of school feeding programs on student attendance and performance in Ghana.Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.Findings: School feeding programs in Ghana significantly boost student attendance and academic performance, particularly benefiting girls and children in rural areas. These programs reduce hunger, improve nutrition, and increase engagement, leading to enhanced educational outcomes and lower dropout rates.Unique Contribution to Theory, Practice and Policy: Maslow's hierarchy of needs theory, social cognitive theory & expectancy-value theory may be used to anchor future studies on the impact of school feeding programs on student attendance and performance in Ghana. Implement robust monitoring and evaluation frameworks to assess the effectiveness of feeding programs regularly. Integrate school feeding programs into national educational policies as a fundamental component of the educational framework.

Government innovation awards, innovation funds acquisition and enterprise innovation

Government innovation awards (GIAs) are not only important science and technology (S&T) policies for stimulating innovation but also serve as innovation honors for enterprises. Based on signaling theory and expectancy-value theory, we construct an enterprise innovation reputation model, consider GIAs as a signal of innovation reputation, and empirically analyze how GIAs affect enterprise innovation. The findings confirm that GIAs can promote enterprise innovation and that enterprises’ high-quality innovation is more strongly promoted than their low-quality innovation. As a signal of innovation reputation, GIAs can help enterprises obtain external government S&T funds and S&T financial funds. The results show that government S&T funds acquisition plays a significant mediating role between GIAs and enterprise innovation output. These findings reveal the effect and micro mechanism of GIAs on enterprise innovation, can help deepen the understanding of innovation reputation and enterprise high-quality innovation, and can provide implications for innovation awards and financial policy-making.

Saying Gay: Young Adolescents’ Reported Benefits of LGBTQ+ Inclusive Sexual Health Education

Sexual health education in the United States is seeing increased attention and is often viewed as a controversial topic. To better understand young adolescents’ experiences within an LGBTQ+ inclusive sexual health education program (Get Real), we utilized Situated Expectancy-Value Theory to investigate 53 responses from 30 students about what they deemed most beneficial after program completion, specifically that pertaining to LGBTQ+ topics. Four themes were identified: allyship/civility, safety, learning, and ongoing need for increased inclusion. Results suggest inclusive sexual health education is valued by middle school students and that there is a need for increased (and improved) inclusive LGBTQ+ sexual health education. Designing and implementing sexual health education curricula which fosters inclusion and LGBTQ+- friendly topics may lead to increased allyship, civility, and respect toward others. Additionally, inclusive sexual health education may promote an increased sense of safety in learning environments for all students. Policymakers and educators may wish to better understand students’ experiences within sexual health education programs as they aim to improve sexual health education efforts.

Longitudinal associations between Latine parents' support and their adolescents' science motivation and STEM career expectations.

Parents' science support and adolescents' motivational beliefs are associated with adolescents' expectations for their future occupations; however, these associations have been mostly investigated among White, middle-class samples. Framed by situated expectancy-value theory, the current study investigated: (1) the associations between parents' science support in 9th grade and Latine adolescents' science intrinsic value, utility value, and STEM career expectations in 11th grade, and (2) whether these indicators and the relations among them differed by adolescents' gender and parents' education. Study participants included Latine adolescents (n = 3060; Mage = 14.4 years old; 49% female) in the United States from the High School Longitudinal Study of 2009. Analyses revealed a significant, positive association between parents' science support and Latine adolescents' science utility value. Additionally, there was a significant, positive association between parents' science support and Latinas' science intrinsic value, but not for Latinos' science intrinsic value. Latine adolescents' science utility value, but not their science intrinsic value, predicted their concurrent STEM career expectations. Though there were no significant mean level differences in adolescents' science utility value or parents' science support based on adolescents' gender, the measure of adolescents' science intrinsic value varied across girls and boys. Finally, adolescents whose parents had a college degree received greater science support from parents compared to adolescents whose parents had less education than a college degree. Findings suggest parents' science support and adolescents' intrinsic and utility values have potential associations with Latine adolescents' STEM career expectations near the end of high school.

Motivational Development and Learning Success in Regular Semesters and Distance Semesters Under Pandemic Conditions in an Educational Psychology Lecture Course

This study compared university students’ motivational development and learning success during multiple regular and pandemic distance semesters. In general, a decline in expectancies and task values was expected during semesters. Based on situated expectancy-value theory, we exploratively examined how situative pandemic-related factors were related to motivational development, knowledge acquisition, and ceased self-testing. Data from N = 690 students attending the same lecture course on educational psychology were assessed in four regular (n = 426) and three distance (n = 264) semesters using latent growth curve modeling. Declines in all motivational components except attainment value were found in the overall sample. Motivation did not differ between regular and distance semesters. However, regarding learning success, students in pandemic distance semesters showed lower knowledge test performance and ceased self-testing more often and earlier. There were many concerns that the pandemic had a strong negative impact on students’ motivation and learning success. However, our results provide evidence that students’ motivation was quite robust. Nonetheless, the high rate of ceased self-testing in distance semesters is a concerning result and our study highlights the need for strategies to provide increased support for learners under regular as well as special conditions.

The relations between growth mindset, motivational beliefs, and career interest in math intensive fields in informal STEM youth programs.

Past research has shown that growth mindset and motivational beliefs have an important role in math and science career interest in adolescence. Drawing on situated expectancy-value theory (SEVT), this study extends these findings by investigating the role of parental motivational beliefs (e.g., expectancy beliefs, utility values) and parent growth mindset in math on adolescent career interest in math-intensive fields (e.g., mathematics, computer science, statistics, and engineering; MCSE) through adolescent motivational beliefs in math. Structural equation modeling was used to test the hypothesized model using data from 290 adolescents (201 girls, 69.3%; Mage = 15.20), who participate in informal STEM (science, technology, engineering, mathematics) youth programs, and their parents (162 parents, 87.7% female) in the United Kingdom and the United States. As hypothesized, adolescent expectancy beliefs, utility values, and growth mindset in math had a significant direct effect on MCSE career interest. Further, there was a significant indirect effect of parental expectancy beliefs in math on MCSE career interest through adolescents' expectancy beliefs. Similarly, there was a significant indirect effect from parental utility values in math to MCSE career interest through adolescents' utility values. The findings suggest that parents' math motivational beliefs play a critical role in adolescent math motivational beliefs and their career interest in math-intensive fields.

From seeking to learning: Understanding contextual factors associated with users’ self-regulated learning on medical Q&A platforms

Based on the expectancy-value theory, contextual factors related to users’ self-regulated learning (SRL) on medial Q&A platforms were investigated. A theoretical model was developed and validated through an online survey involving 483 participants with experience in health information-seeking on medical Q&A platforms. The empirical analysis yielded three main findings. First, a significant positive relationship existed between searching for health answers and SRL. Second, perceived usefulness of health answers was also positively related to SRL. Third, user satisfaction with the medical Q&A platform partially mediated the relationship between searching for health answers and SRL, as well as the relationship between perceived usefulness of health answers and SRL. This study bridges the gap between the field of self-regulated learning and medical Q&A research, providing valuable insights for improving the well-being of online health information consumers and advancing the information science community.

Does 'summative' count? The influence of the awarding of study credits on feedback use and test-taking motivation in medical progress testing.

Despite the increasing implementation of formative assessment in medical education, its' effect on learning behaviour remains questionable. This effect may depend on how students value formative, and summative assessments differently. Informed by Expectancy Value Theory, we compared test preparation, feedback use, and test-taking motivation of medical students who either took a purely formative progress test (formative PT-group) or a progress test that yielded study credits (summative PT-group). In a mixed-methods study design, we triangulated quantitative questionnaire data (n = 264), logging data of an online PT feedback system (n = 618), and qualitative interview data (n = 21) to compare feedback use, and test-taking motivation between the formative PT-group (n = 316), and the summative PT-group (n = 302). Self-reported, and actual feedback consultation was higher in the summative PT-group. Test preparation, and active feedback use were relatively low and similar in both groups. Both quantitative, and qualitative results showed that the motivation to prepare and consult feedback relates to how students value the assessment. In the interview data, a link could be made with goal orientation theory, as performance-oriented students perceived the formative PT as not important due to the lack of study credits. This led to low test-taking effort, and feedback consultation after the formative PT. In contrast, learning-oriented students valued the formative PT, and used it for self-study or self-assessment to gain feedback. Our results indicate that most students are less motivated to put effort in the test, and use feedback when there are no direct consequences. A supportive assessment environment that emphasizes recognition of the value of formative testing is required to motivate students to use feedback for learning.

Evaluating the effectiveness of spatial training for introductory geology students

Abstract Spatial skills, which represent the ability to visualize and imagine manipulating objects in one’s mind, are necessary for success in the science, technology, engineering, and mathematics (STEM) fields and are particularly relied upon by geoscientists. Although scholars recognize the importance of these skills, explicit training is inconsistently offered throughout courses. Furthermore, the relationship between spatial training and students’ perspectives on STEM fields is underexplored. To address this, we developed a case study that included over 700 students enrolled in introductory geology classes over three semesters. These students were randomly divided into control and experimental groups; the experimental group completed 10 spatial training assignments, and the control group completed the course as usual. We relied on situated expectancy-value theory to interpret changes in students’ perceptions of both the course and science overall, and asked the following research questions: (1) Do students who complete the spatial training assignments (i.e., the experimental group) have a statistically significant improvement in their final course grade, self-efficacy, and/or value when compared to the control group? (2) If so, what are the effect sizes of these changes? (3) Is there a minimum number of trainings that need to be completed to achieve this effect? (4) Is there a maximum number of spatial training assignments where we stop seeing improvement (ceiling effect)? We surveyed all students enrolled using 38-question pre- and post-assessments of their self-efficacy, defined as a belief in their ability to succeed, and value. We found that between the control and experimental groups, there were significant differences in students’ pre- to post-changes in perception of science self-efficacy, class self-efficacy, and class value. We found non-significant between-group differences in final grade and science value. We interpret this to mean that using weekly spatial training assignments could increase students’ perceived self-efficacy in their introductory geology course as well as in science more broadly, potentially having ripple effects that support students’ long-term engagement with the sciences. Findings suggest that practitioners should include explicit spatial training in their courses to improve students’ perceptions of the course and science overall. Building on this work may include describing to students the purpose of spatial training (which was deliberately avoided in this study) and outlining the research that supports the relationship between spatial skills and success in STEM fields. Future directions may also include longitudinal tracking of spatial and related skill development throughout students’ college careers.

Student Motivations for Choosing the Re-Engineered First-Year Program at the University of Saskatchewan

As part of program evaluation and continuous improvement, the University of Saskatchewan deployed a survey across the common Re-Engineered First-Year (REFY) program in September 2022. Student answers to open-ended questions about their motivation to choose the REFY program were analyzed qualitatively using expectancy-value theory. This framework establishes four subjective task values that motivate behaviour (intrinsic, attainment, utility, and cost). Statistical analysis using logistic regression was then used to examine correlations between these motivators and student demographics. Results indicate costs specifically related to lack of final exams (24%) and costs unrelated to final exams (26%) were the most common motivators for choosing the REFY program, followed by intrinsic (17%) and utility (16%), with attainment (4%) being the lowest. The program features that students found most influential in their decision to join the REFY program included the opportunity to learn about different engineering disciplines, a lack of final exams, and competency-based assessment. Students also valued the program being designed to support them and to help them succeed; this program aspect is important to maintain because it strengthens motivation.

The impact of motivation on mathematics achievement of Saudi students using structure equation method and mediation analysis

This study focuses on the decline in math scores among fourth-grade students in Saudi Arabia, which is a significant concern. The Saudi Arabian Ministry of Education is taking steps to improve education and provide students with the necessary skills for their future careers. Understanding what affects student achievement is key to solving this problem. Motivation in education is a critical factor that influences students' attitudes and their success in school. This research looks at how academic motivation affects educational success through a process called mediation analysis. It considers how self-concept and values, which come from motivation, play a role. The study uses the expectancy-value theory of achievement motivation to create a model that explores how motivation and other factors like school bullying, feeling connected to school, and perceptions of teachers interact and affect each other. Mediation analysis helps examine the direct and indirect effects these factors have on student achievement. Data from the trends in international mathematics and science study (TIMSS) for fourth graders in Saudi Arabia is used to see if the theory fits with the experiences of Saudi students. The findings show that self-confidence is crucial for academic performance, affecting students' motivation, readiness to face challenges, and overall learning attitude. However, math attitude does not directly influence self-concept. School bullying is identified as a significant negative factor in math achievement. These outcomes stress the need to address school bullying to improve math scores and highlight the importance of self-concept and motivation in boosting academic success.

Sustainability Through Collaborative Consumption Practices

"Online fashion renting" is how the sharing economy concept has emerged in the fashion sector. Online fashion rentals are now acceptable and accessible thanks to the growth of collaborative consumption in the clothes sector and technological advancements, accelerating consumer demand for more reasonably priced and environmentally friendly fashion items. The current study determines how the expectancy-value plays a vital role in developing behavioral beliefs that may cause favorable attitudes and intentions toward online renting. The research applies a quantitative approach; a conceptual framework is proposed based on the theory of planned behavior and expectancy value theory. Data was gathered from 320 fashion users renting items from social media and rental outlets via survey. The results revealed that growing awareness of online fashion rental in Pakistan has not only made it convenient for the customer, but these rental services also support giving a second life to fashion items that have been disposed of after the low frequency of use due to short life cycles and frequent updates of fashion. This study provides guidelines for renters and rentals as the success of fashion renting depends on consumer awareness, and its acceptance in the Pakistani market for customer communication can play a vital role in creating trust regarding online fashion renting.

Exploring Reading Motivation of Undergraduate Level Students: A Narrative Inquiry

Exploring Reading Motivation of Undergraduate Level Students: A Narrative Inquiry