Value, a component of expectancy-value theory, has been shown to be predictive of task interest and choice. Attainment value, a component of value, has been defined as the degree to which a task affords the opportunity to confirm or disconfirm salient aspects of one’s self-conception. This paper presents a review of expectancy-value theory generally, and attainment value specifically. Additionally, given that attainment value has received relatively little research attention, the rationale, method, and results of a quantitative study of attainment value is presented. / text

The ability to transfer knowledge to novel contexts is one of the most important goals that our educational institutions must achieve. Motivation is one of the many factors that influence students' learning, performance, and their ability to transfer. However, not many researchers have studied the role of motivation in transfer keeping in view Eccles' Subjective task value theory. The present study explored the role of subjective values students associate with cognitive development theories they studied in an educational psychology course, in their ability to transfer knowledge learned in lecture to a novel context. Participants were 45 college students in an educational psychology course. They were asked to complete the subjective task value instrument, the fundamental knowledge test and the transfer test. Based on the literature, it is hypothesized that if the subjective value of a task has a role to play in the level of transfer that learners display, there will be a strong correlation between their scores on the subjective task value instrument and transfer test. Nevertheless, the results showed that there is no relationship between learners' value beliefs and their ability to transfer. However, the results showed a significant relationship between fundamental understanding and transfer. Future research taking the nature of instruction into account and that test the learners for transfer multiple times during a single semester would perhaps give us a much clearer picture of the determinants of the learners' failure to transfer.

<p dir="ltr">Accurately assessing outcomes of students’ motivation when solving complex food system problems through integrating STEM learning can describe their learning experiences and help teachers make relevant connections. This study shows high school students self-reported that they were motivated by solving food system STEM projects.</p><p dir="ltr">The purpose of the study was to predict high school students’ self-efficacy (confirmed by Exploratory Factor Analysis, EFA) based on Situated Expectancy-Value Theory (SEVT) variables (confirmed by EFA). The convenience sample for this study was students from four high schools in Indiana (<i>N</i> = 160) who had participated in food system STEM projects at their schools. Quantitative data was collected using the Food System Motivation Questionnaire containing 41 items related to two self-efficacy variables and five SEVT variables. Quantitative data were analyzed using Principal Components Analysis, descriptive statistics, simple linear correlations, and multiple regression. Qualitative data were collected using a focus group interview protocol (Appendix D) and analyzed using thematic coding (deductive) followed by pattern coding. Quantitative and qualitative findings were analyzed using triangulation.</p><p dir="ltr">There were four conclusions to this study. First, the Food System Motivation Questionnaire accurately and reliably measured five variables aligned with SEVT motivation. Second, students were motivated regarding the project’s usefulness in their local contexts and reported higher cultural project self-efficacy after completing the project.<b> </b>Third, over 70% of high school students’ cultural project self-efficacy to complete a food system STEM project can be predicted based on their local context utility value, personal importance and usefulness, intrinsic value, and cost value. Local context utility value was the highest contributor of unique variance. Last, <a href="" target="_blank">after completing the food system STEM projects, urban high school students shared they made connections to their families, local and global community contexts, and future careers and applications. </a>Implications regarding how teachers can motivate high school students to solve food system STEM projects were discussed.</p>