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

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Matematik är ett av grundskolans kärnämnen, och matematiska kunskaper är avgörande för att människan ska klara vardagen i det moderna samhället. Elever är olika motiverade att lära sig matematik, och lärare har olika sätt att arbeta för att motivera dem. Studien syftar till att belysa hur lärare ser på motivation i matematikämnet och vad lärare gör för att motivera sina elever och därigenom få dem att fördjupa ämneskunskaperna. Förväntan-värde-teorin (expectancy-value theory) delar upp motivation i inre värde, nyttovärde, personligt värde och kostnad. Med den teorin som grund har jag med kvalitativ metod intervjuat lärare. Analysen av materialet visar att det är viktigt att läraren har förtroende för eleverna och en realistisk förväntan på vad eleverna redan kan i matematikämnet. Nyttovärdet betonas mest och kopplas ofta till läroplanens syfte med matematikämnet.

Eccles' expectancy-value model of achievement motivation suggests that beliefs about ability and expectations for success are a strong predictor of grades and differences in task value underlie differences in motivation and achievement. This model has not been previously investigated in the context of high stakes examinations in the UK and this study therefore explores the relationships between expectations, values and A-level achievement in 930 students. This is important given the significance of these qualifications for future life pathways. Furthermore, studies examining the subjective task value (STV) patterns across school subjects, rather than domain specific ones, are rare, highlighting the additional importance of this work. A mixed methods design was used. A questionnaire collected information on a student's background (SES, gender, ethnicity), the expectations and STV attached to A-levels, and their future and general life expectations and values. Some of these relationships were also explored using 20 semi-structured interviews. The qualitative data illustrated that studying A-levels confirmed aspects of students' identity but also facilitated changes to their goals and academic skills, having positive effects, contrary to the argument that high stakes assessment has a negative impact on individuals. Unsurprisingly parents and teachers were perceived to be influential. As predicted, expectations and values were related to A-level achievement. As there is a lack of research into the effects of these variables on A-level outcomes these findings are valuable. Eccles' original three factor model of STV could not, however, be supported. In this research the utility construct was removed. Further exploration of the STV construct is warranted. Socio-economic status was positively related to both achievement and expectations about achievement. Girls had lower expectations but placed higher value on their A-levels. There were, however, no gender differences in achievement. Employing the expectancy-value model in this UK context has been useful in explaining the motivational patterns underlying A-level qualifications and the findings have implications for enhancing outcomes and narrowing educational gaps in this student population.

The understanding of why students decide to become music therapists is valuable information for music therapy educators and policy makers and published information is lacking. The use of expectancy-value theory provides a framework to understand student choices. Researchers can better understand why students purse a career in music therapy by examining students’ abilities, beliefs, expectancies, and values related to the choice. The purpose of this study was to examine why current undergraduate and equivalency students want to be music therapists. Music therapy students (N = 129) throughout the United States provided insight into their decision to become music therapists by completing a survey with questions about their expectancies and values. Results indicated that both undergraduate and equivalency students tended to choose to be music therapists because they expected music therapy to be a career that requires hard work and expert knowledge while maintaining their interest and morale. Results of a correlational analysis suggest there are several choice-making variables that may influence each other, indicating that the decision to become a music therapist is a complex process for students. Finally, the results of a Mann-Whitney U test suggested that there was no significant difference between the expectancies and values that influenced undergraduate and equivalency students’ choices to become music therapists. Music therapists in many capacities may use this information to improve recruitment and engagement of music therapy students.

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.

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This study examined the motivations pre-service teachers possess as they progress though a teacher education program. Using Watt and Richardson’s (2007) Factors Influencing Teaching Choice (FIT-Choice) model as the theoretical underpinnings, the following research questions set the foundation for this study: 1) Do pre-service teachers’ motivation to pursue a teaching career change over the course of a teacher education program, and 2) Is there a relationship between pre-service teachers’ values and their satisfaction with their choice to pursue a teaching career? Quantitative results indicate significant drops in motivation from students’ Freshman/Sophomore year to students’ Graduate year. Qualitative results demonstrated a greater frequency of responses for social utility values, intrinsic motivation, positive prior teaching and learning experiences, career development aspirations, and epistemic values. / Educational Psychology

It has long been accepted by science education research that science inquiry in the classroom is essential to the development of a deep understanding of the nature of science and the world around us. In an effort to understand the relationship between science inquiry, science process skills, the nature of science and science and engineering fairs, this mixed methods study qualitatively explores teaching strategies of exemplary science and engineering teachers (N=6) who mentored several International Science and Engineering Fair finalists within a 10 year period (2004-2014). The quantitative portion of this research explored the relationship between science fair participation and academic achievement. Using the theoretical framework of modern expectancy-value theory, 5 themes emerged. All believed: 1) there is intrinsic value in science inquiry and science fair; 2) all included strategic engagement opportunities for students; 3) intrinsic value and motivation potentially lead to increased academic aptitude; 4) the benefits of science inquiry and science fair outweigh costs; and 5) there is a link between intrinsic value in science and engineering fair and utility value. Of the schools (N=31) identified for the quantitative study, demographic analysis (gender, ethnicity, socio-economic statics, and size of school) narrowed to 8 treatment schools with one control school indicated no statistical relationship between academic performance on a standardized state science examination and science fair participation. An ad hoc study indicated the standardized testing instrument was not an adequate measurement of the level of inquiry included in a science and engineering fair project. In conclusion, a list comprised of exemplary science and engineering fair suggestions was formulated to include descriptions of similar teaching strategies or issues among the exemplary science and engineering fair teachers with intentions of increasing science inquiry or the nature of science in the classroom through the science and engineering fair framework.

The objective of this project is to examine the differences between Moroccan and American students with regards to the cultural influences that led them to pursue an engineering degree. Annually since 2015, a partnership between a university in Morocco and MSU allows senior engineering Moroccan students to study at MSU to obtain their graduate degree in aerospace or mechanical engineering. The roughly equal gender representation in most Moroccan cohorts prompted our research question: “How do students from Morocco and the United States describe the cultural reasons that factored into their choice to pursue an engineering degree?” This exploratory qualitative study is guided by the combined frameworks of Hofstede’s Cultural Dimension (HCD) and Expectancy-Value Theory (EVT). The influence of expectancy, family/social structure, and value are evaluated using EVT and cultural factors are evaluated through HCD. We conducted two phases of semi-structured interviews with senior and graduate Moroccan and American students. This study resulted in the modification of the EVT model to include the three constructs of Collectivism, Religion, and Power Distance Index. It also revealed how EVT’s task values manifest differently across cultures. Results indicate that cultural differences manifest primarily through the “Collectivist” mentality among Moroccans, explaining the gender participation difference between Moroccan and American engineering students.