The purpose of this study was to examine current kinesiology students' athletic identity, identity foreclosure, perceived task value in sport, and perfectionism. An online survey was distributed via email to current kinesiology students. The survey contained questions regarding demographic information and items from the Athletic Identity Measurement Scale, Extended Objective Measure of Ego Identity Status, Perceived Task Value in Sport, Sport Multidimensional Perfectionism Scale-2, and Multidimensional Inventory of Perfectionism in Sport. Results of the Pearson moment correlations indicated that the higher the athletic identity, the higher the subjective task value, identity foreclosure, perfectionistic strivings, and perfectionistic concerns. Multiple regression analyses were performed to further examine the predictive power of athletic identity, subjective task value, and identity foreclosure for perfectionistic strivings and perfectionistic concerns. Results indicated that athletic identity and subjective task value were significant predictors of perfectionistic strivings. Results also showed that athletic identity and identity foreclosure were significant predictors of perfectionistic concerns. Future research should replicate the study using participants from different geographical regions. Furthermore, future research should consider a longitudinal and qualitative study to investigate the development of subjective task value in sport.

Students who initially choose STEM majors frequently switch to non-STEM majors. Additionally, there are national concerns over the paucity of homegrown scientists, and college is a potentially critical period when many potential scientists are lost. The aim of this study was to examine, over the course of a semester, the role of identity formation and motivation in students' intent to leave a STEM major. Participants included 363 diverse undergraduate science students enrolled in chemistry II. Measures of achieved ego-identity status, competency beliefs, task values, perceived costs, interest, self-efficacy, chemistry II grades, and intent to leave a STEM major were given over four waves of data collection. Regression analysis and cross-lagged path analysis were the primary analytical methods. Results revealed that achieved ego-identity status significantly predicted competency beliefs, values/interest, and effort costs; however, achieved ego-identity status was not related to opportunity or psychological costs. Competency beliefs of the major was a significant predictor of chemistry II grades, and values and effort cost were significant predictors of intent to leave STEM. Opportunity cost was only significantly related to intent to leave STEM at the end of the semester and psychological cost was not significantly related to students' intent to leave STEM. These results provide evidence for theorized relationships between identity formation, competency beliefs, task values, and perceived costs. Furthermore, perceived cost was demonstrated to be a multi-dimensional construct with important implications for students' intent to leave STEM. / Educational Psychology

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 purpose of this study was to examine the contribution of the gender, self-efficacy beliefs, task value, and learning strategies to the 11th grade students&rsquo / biology achievement.A total of 1035 students from different high schools in Yenimahalle and &Ccedil / ankaya districts of Ankara participated in the study.The Motivated Strategies for Learning Questionnaire (MSLQ / Pintrich, Smith, Garcia &amp / McKeachie / 1991) and Biology Achievement Test(BAT) were used to collect data. Results of the the simultaneous multiple regression analysis indicated that 11th grade students&rsquo / gender, task values, self-efficacies and elaboration learning strategies were statistically significant predictors of their Biology achievement / whereas rehearsal and organization learning strategies were not.

Facilitating a classroom culture of openness has been positively linked with student outcomes, including task value, motivation, and achievement. The proposed study investigates the impact manipulating classroom culture by disclosing student responses to cognitive and metacognitive prompts during lectures has on the above student outcomes. Using a series of two-way ANOVAs, students in five sections (control, prompting only, paper and pencil response, anonymous CRS responses and public disclosure of CRS responses) will be compared on each of these dependent variables at pre-test and at post-test to examine the effect of the public disclosure condition within a classroom. Participants in the public disclosure condition are expected to have the largest increase in task value, motivation to self-regulate, and to have the highest academic achievement scores. A natural outgrowth of the proposed study is the development of an intervention focused on increasing student task value and motivation within classrooms. Therefore, this report also includes an evaluation plan, outlining the essential program components, a logic model for this program, and the proposed method in which the reported outcomes will be measured. / text

The aim of this study was to examine the relationship between motor skills proficiency and participation in physical activity considering three mediators (ability beliefs, subjective task value, and expectancy of success) among Grade 3 children and considers those relationships in terms of sex-based differences. The participants in this study were recruited from eight elementary schools from School District 61 in Victoria, British Columbia. Participants were 398 children (Girls: n = 201, Boys: n = 197). Motor skills were assessed using the Test of Gross Motor Development-2 (TGMD-2), physical activity participation was measured using the Children’s Assessment of Participation and Enjoyment (CAPE), and ability beliefs, subjective task value, and expectancy of success were measured using the Expectancy Value Questionnaire (EVQ). Descriptive statistics showed that participation in physical activities was low with a mean score of 3.7 on a scale of 14. Percent of maximum (POMP) scores of the psychological variables were in the middle of the range of possible scores; specifically: 68.7%, 74.8%, and 72.7% for children’s ability beliefs, task value, and expectancy of success, respectively. A MANCOVA revealed a main effect of sex (F (7, 389) = 29.684, p < .001; Wilks’ Lambda = 0.652) between boys and girls in terms of their ability beliefs, expectancy of success, subjective task value, motor skills proficiency. A second MANCOVA examining the effect of sex on total raw scores of motor skills and physical activity also revealed a main effect of sex (F (2, 394) = 11.130, p < .001; Wilks’ Lambda = 0.947). Separate parallel multiple mediator models were created for both boys and girls. The mediator model for boys revealed an overall significant effect of .044 (p < .001). The mediator model for girls revealed an overall significant effect of .031 (p < .05). The mediation model for boys showed that the psychological variables in this study did not mediate the relationship between motor skills and physical activity participation. Instead, boys’ motor skills directly predicted their participation in physical activity. The girls’ mediation model showed mediation between motor skills and physical activity with subjective task value as the mediator. Girls’ motor skills did not have a direct relationship with their participation in physical activities. Future research might: (1) include gender as a mediating factor in future mediation models, (2) explore mediation models with locomotor skills and object control skills as independent variables, and (3) explore the role of social and environmental factors such as the influence of parents, teachers, peers, culture, and society on children’s participation in physical activity. / Graduate

The main objective of this thesis was to explore issues related to student achievement motivation in the Swedish TIMSS 2003 (Trend in International Mathematics and Science Study) context. The thesis comprises of five empirical papers and a summary. The expectancy-value theory of achievement motivation was used as the general theoretical framework in all empirical papers, and all papers are concerned with construct validation in one form or another. Aspects of student achievement motivation were measured on a task-specific level (motivation to do well on the TIMSS test) and on a domain-specific level (self-concept in and valuing of mathematics and science) and regressed on test performance. The first paper reports the development and validation of scores from an instrument measuring aspects related to student test-taking motivation. It was shown that a number of items in the instrument could be interpreted as a measure of test-taking motivation, and that the test-taking motivation construct was distinct from other related constructs. The second paper related the Swedish students’ ratings of mathematics test-taking motivation to mathematics performance in TIMSS 2003. The students in the sample on average reported that they were well motivated to do their best on the TIMSS mathematics test and their ratings of test-taking motivation were positively but rather weakly related to achievement. In the third and the fourth papers, the internal structure and relation to performance of the mathematics and science self-concept and task value scales used in TIMSS internationally was investigated for the Swedish TIMSS 2003 sample. For mathematics, it was shown that the internationally derived scales were suitable also for the Swedish sample. It was further shown that ratings of self-concept were rather strongly related to mathematics achievement while ratings of mathematics value were basically unrelated to mathematics achievement. For the science subjects, the internal structure of the scales was less simple, and ratings of self-concept and valuing of science were not very strongly related to science achievement. The study presented in the fifth paper used interviews and an open-ended questionnaire item to further investigate student test-taking motivation and perceptions of the TIMSS test. The results mainly corroborated the results from study II. In the introductory part of the thesis, the empirical studies are summarized, contextualized, and discussed. The discussion relates obtained results to theoretical assumptions, applied implications, and to issues of validity in the TIMSS context.

The effect of case based learning on 10th grade students&rsquo / academic achievement in the unit of human reproductive system and their perceived motivation (Intrinsic Goal Orientation, Extrinsic Goal Orientation and Task Value) was investigated in this study. The study was conducted during 2007-2008 spring semester in a private high school in Ankara, Turkey. A total of 80 (48 males and 32 females) tenth grade students from four biology classes of two teachers were involved in the study. One class of each individual teacher was assigned as control group and the other class of the same teacher was assigned as experimental group to sustain randomization. Two of the classes assigned as experimental group were instructed with case based learning, while two classes of the control group were received traditionally designed biology instruction. In the experimental group, two cases that are divided into several parts were assigned in an interrupted manner. Students learned the human reproductive system via cases in experimental group without any additional method. The cases include incomplete data and students were needed to search for and discuss to answer the questions posed in the cases and by themselves and to complete the data. When the students completed a part of the case, next part was distributed. While dealing with the dilemma presented in cases, students did independent study as well as group work. In the control group, instruction was based on teacher explanations and web based notes prepared by the biology department of the high school. Human Reproductive System Achievement Test, Motivated Strategies for Learning Questionnaire were administered as pre-test and post-test to the students in both groups to measure the students&rsquo / academic achievement in the unit of human reproductive system / and their perceived motivation / specifically, task value, intrinsic goal orientation, and extrinsic goal orientation. Multivariate Analysis of Variance (MANOVA) was used to investigate the effect of case based learning on the students&rsquo / academic achievement in the unit of human reproductive system and their perceived motivation. Results revealed that case based learning improved students&rsquo / academic achievement and task value.

<p>he use of student-centered instructional strategies is a common practice in engineering classes. However, understanding which instructional strategies have a more profound effect on students’ performance and motivation is fundamental in course design. Such comparisons would allow instructors to design and plan their courses with better learning activities, which could lead to better student engagement and learning. In this three-paper dissertation, I explored the relative effectiveness of two instructional strategies 1) reflective thinking, and 2) teamwork participation by primarily using quantitative methods. Self-regulated learning theory and the Interactive-Constructive-Active-Passive (ICAP) framework guided the selection of these two strategies.</p><p>The first study investigated the relationship of an instructional strategy and a motivational construct through the following research questions: 1) Do students with high academic self-efficacy generate high-quality reflections? 2) To what degree do students’ self-efficacy beliefs and reflection quality scores predict their learning outcomes? Bivariate Pearson product-moment correlation and multiple linear regression were used to analyze the relationships.</p><p>In the second study, I focused on studying the relative effectiveness of two instructional strategies on a motivational construct in a larger engineering class. More specifically, the second study focused on understanding change in students’ participation in two instructional strategies (i.e., reflective thinking and teamwork) and students’ achievement goals. Further, the study investigated the unique contribution of instructional strategies on students’ academic performance and changes in achievement goals. I used stepwise hierarchical regression, simultaneous regression, and repeated measures ANOVA to analyze the data.</p><p></p><p>The third study focused on investigating the role of the same two instructional strategies on students’ academic performance and multiple motivational constructs (i.e., self-efficacy, task value, and engagement). I used structural equation modeling, and repeated measures ANOVA to analyze the data.</p>

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