Relevant bibliographies by topics / Expectancy-value theory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Expectancy-value theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Expectancy-value theory"

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Feather, N. T. "Expectancy-value theory and unemployment effects." Journal of Occupational and Organizational Psychology 65, no. 4 (December 1992): 315–30. http://dx.doi.org/10.1111/j.2044-8325.1992.tb00508.x.

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Shepperd, James A., and Kevin M. Taylor. "Social Loafing and Expectancy-Value Theory." Personality and Social Psychology Bulletin 25, no. 9 (September 1999): 1147–58. http://dx.doi.org/10.1177/01461672992512008.

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Wigfield, Allan, and Jacquelynne S. Eccles. "Expectancy–Value Theory of Achievement Motivation." Contemporary Educational Psychology 25, no. 1 (January 2000): 68–81. http://dx.doi.org/10.1006/ceps.1999.1015.

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Eccles, Jacquelynne S., and Allan Wigfield. "From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation." Contemporary Educational Psychology 61 (April 2020): 101859. http://dx.doi.org/10.1016/j.cedpsych.2020.101859.

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Nagengast, Benjamin, Herbert W. Marsh, L. Francesca Scalas, Man K. Xu, Kit-Tai Hau, and Ulrich Trautwein. "Who Took the “×” out of Expectancy-Value Theory?" Psychological Science 22, no. 8 (July 12, 2011): 1058–66. http://dx.doi.org/10.1177/0956797611415540.

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Savolainen, Reijo. "Self-determination and expectancy-value." Aslib Journal of Information Management 70, no. 1 (January 15, 2018): 123–40. http://dx.doi.org/10.1108/ajim-10-2017-0242.

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Purpose The purpose of this paper is to elaborate the picture of the motivators for information seeking by comparing two cognitive psychological approaches to motivation: self-determination theory (SDT) and expectancy-value theories (EVTs). Design/methodology/approach The study draws on the conceptual analysis of 31 key investigations characterizing the nature of the above theories. Their potential is examined in light of an illustrative example of seeking information about job opportunities. Findings SDT approaches motivation by examining the degree to which one can make volitional choices while meeting the needs of autonomy and competence. Information-seeking behaviour is most volitional when it is driven by intrinsic motivation, while such behaviours driven by extrinsic motivation and amotivation are less volitional. Modern EVTs approach the motivators for information seeking by examining the individual’s beliefs related to intrinsic enjoyment, attainment value, utility value and relative cost of information seeking. Both theories provide useful alternatives to traditional concepts such as information need in the study of the motivators for information seeking. Research limitations/implications As the study focusses on two cognitive psychological theories, the findings cannot be generalised to all represent all categories relevant to the characterisation of triggers and drivers of information seeking. Originality/value Drawing on the comparison of two cognitive psychological theories, the study goes beyond the traditional research approaches of information behaviour research confined to the analysis of information needs.
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Galla, Brian M., Jamie Amemiya, and Ming-Te Wang. "Using expectancy-value theory to understand academic self-control." Learning and Instruction 58 (December 2018): 22–33. http://dx.doi.org/10.1016/j.learninstruc.2018.04.004.

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Wigfield, Allan. "Expectancy-value theory of achievement motivation: A developmental perspective." Educational Psychology Review 6, no. 1 (March 1994): 49–78. http://dx.doi.org/10.1007/bf02209024.

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Flake, Jessica Kay, Kenneth E. Barron, Christopher Hulleman, Betsy D. McCoach, and Megan E. Welsh. "Measuring cost: The forgotten component of expectancy-value theory." Contemporary Educational Psychology 41 (April 2015): 232–44. http://dx.doi.org/10.1016/j.cedpsych.2015.03.002.

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Guo, Jiesi, Herbert W. Marsh, Philip D. Parker, Alexandre J. S. Morin, and Theresa Dicke. "Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions." Learning and Instruction 49 (June 2017): 81–91. http://dx.doi.org/10.1016/j.learninstruc.2016.12.007.

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Dissertations / Theses on the topic "Expectancy-value theory"

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Newbill, Paula Brown. "Motivations for Studying French: Language Orientations and Expectancy-Value Theory." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37609.

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French enrollment is not increasing at the rate of other modern languages in higher education in the United States. This study attempted to bring to light the reasons for studying the language and focused on the orientations, expectancies, and values students have for studying French at a large, public university. The mixed methods research investigated studentsâ reasons for enrolling in an intermediate French course with a self-report survey including short answer questions. The aim of this principally quantitative study was to understand why students choose to study French by comparing the subscales within the orientations and expectancy-value scales. The foreign language orientation subscales used were: travel, knowledge, relationships, instrumentality, and the sociocultural orientation. For the expectancy-value scale, the subscales included: expectancy, intrinsic value, attainment value, and utility value. The mean values of the survey items were compared in an ANOVA framework. Relationships within the two scales were analyzed using a Pearsonâ s correlation calculation. Finally, a linear regression was used to analyze the subscales as predictors of continuation of French study. Short answer responses supported the quantitative data through resulting themes and sub-themes. The data were merged in a validating quantitative data model of mixed methods. Results for foreign language choice pointed to travel reasons, such as the desire to spend time abroad, and intrinsic interest in the language. Students were likely to continue studying French due to sociocultural reasons, such as understanding French films and music, and due to instrumental reasons involving career and grades. The attainment or importance subscale of the expectancy-value scale was the best predictor of continuation. The short answer qualitative data were transformed to show the significant subscale orientations with corresponding sub-themes. The triangulation offered insight into FL choice and communication with people in francophone countries. The findings also suggested that students continue studying French due to particular career choices. Teaching implications and further study suggestions offer ideas for the significant subscales. The subscales that obtained low mean values in FL choice are also included in the implications section. This is due to the fact that the low scoring subscales are areas that have not been explored to encourage French study. Further study is needed to provide more details about studentsâ experiences through interviews and to implement educational suggestions with enrollment tracking. The mixed methods design offers a base for similar FL motivation studies in the future.
Ph. D.
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Youse, Keith. "LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT: INTEGRATING SOCIAL LEARNING THEORY AND EXPECTANCY-VALUE THEORY." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/161627.

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School Psychology
Ph.D.
The current study examines predictors of math achievement and college graduation by integrating social learning theory and expectancy-value theory. Data came from a nationally-representative longitudinal database tracking 12,144 students over twelve years from 8th grade forward. Models for math achievement and college graduation were tested through structural equation modeling. Consistent with earlier research, previous math achievement predicted both outcomes. Performance expectancies and task-specific self-concept respectively predicted math achievement and college graduation, although the contribution of task-specific self-concept was smaller than shown in previous research. The social learning theory concept of behavior potential was found to be a predictor of college graduation but not math achievement. Limitations and implications are discussed, with a focus on future research questions.
Temple University--Theses
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Koerten, Hannah R. "Domain-Specific Perfectionism in Adolescents: Using Expectancy-Value Theory to Predict Mental Health." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu158765814083326.

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Callian, III William. "Homeowner's Equity, Rental Cash Flow, and Recourse as Predictors of Default Mortgage Status." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4841.

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In the aftermath of the Great Recession of 2007-2009, banking executives feared the impact of increased capital reserve requirements for losses from mortgage defaults. One reason was that home price declines during the Great Recession precipitated mortgage defaults, which increased the percentage of foreclosures as well as accelerated negative equity, and default. The purpose of this correlational study, grounded in Fishbein's expectancy of value and Vroom's expectancy theories, was to examine the relationship between the independent variables of homeowner's equity, rental cash flow value, and recourse, and the dependent variable, default mortgage status. Archival data comprised a sample of 408 single family residences in Alameda County, California, and Shelby, Fayette, and Tipton Counties in Tennessee. The results of the binary logistic regression model indicated the model was a good fit to predict a significant relationship between the variables (Ï?2 = 3.490, p = 0.322, df = 3). The findings did not reveal a significant relationship between homeowner's equity, rental cash flow value, recourse, and default mortgage status. Therefore, the independent variables did not predict mortgage default status. However, a minor relationship was found between homeowner's equity (p = 0.215), rental cash flow value (p = 0.215), and default mortgage status. A non-significant relationship between the independent variables and default mortgage status indicated that factors other than the study variables influenced default mortgage status. Advocates for fair housing laws may use study findings to encourage lenders to change lending policies to reduce the risk of default and increase stability in local communities, which may result in potential positive social change.
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Landeck, Michael. "Toward a Theory of Consumer Attitudes Regarding Products of Foreign Origin: a Multiattitude Expectancy-Value Approach." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc332355/.

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This dissertation focuses generally on consumer behavior, and particularly on consumer attitudes toward products of foreign origin for the purpose of developing a theory that will assist in explaining and predicting this phenomenon. Existing research in the area of country of origin effects upon consumer attitudes toward foreign-made products demonstrates significant methodological limitations such as single cue approaches., The major objective of this dissertation is to contribute to the development of a theory based upon the expectancy-value attitude concept to better explain and predict consumer attitudes toward products of foreign origin. To achieve this objective, the research attempts to overcome the limitations identified in attitude research and specific methodological deficiencies in research focusing on attitudes toward products of foreign origin by: 1. utilizing the expectancy-value approach; 2. basing operationalization of the attitude concepts on Likert-like scales and subjective conditional probabilities; 3. measuring the operationalized attitudes both directly and indirectly via beliefs and evaluations; 4. simultaneously including multiple extrinsic cues; 5. including pictorial cues in the questionnaire; and 6. performing and reporting validity and reliability tests. The general model developed in this research, representing the theory of attitudes toward products of foreign origin is the Foreign Product Attitude Model (FPAM). This dissertation will concentrate on an extracted part of the total model, namely the relationships between the informational stimuli cues and the attitudinal response. The informational extrinsic informational cues include the country of origin, the brand name, the store image and an involvement covariate. By concentrating on the above relationships it is hoped that this study will contribute to a better understanding of the direct effects of the informational stimuli upon the attitude toward a product of foreign origin. The country of origin effect and the other extrinsic cues (brand name and store image) were found to have significant effects on consumer attitudes toward products, explaining almost 20 percent of the total variance.
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Baig, Ambareen, and Ambareen Baig. "Relationship Between the Subjective Task Value of a Course and Level of Transfer Displayed by Learners of Cognitive Behavioral Theories." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/626140.

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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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Sylva, Lyndsai K. "Cultural Connections in the Classroom and Pacific Islander Students<'> Value of Reading." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7126.

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This thesis focuses on how cultural connections in classroom influences students<'> value of learning, specifically, their value of reading. Several researchers and theorists have emphasized the importance of balancing cognitive and conative aspects of children<'>s reading development. However, what is lacking in these studies is a focus on Pacific Islander (PI) children. The purpose of this study was to examine value of reading for diverse students who may be struggling in classrooms designed for White, middle-class students. Findings provide educators and those working with diverse students a chance to consider how connecting cultural backgrounds for all students can help in classrooms. This study was framed from a larger study on equity in teaching academic language conducted by the supervising professor, Dr. Bryant Jensen. This research study used a mixed method approach: multiple regression analysis to predict gains in PI students<'> reading values, and interviews with classroom teachers. Fourth through sixth grade Latino and PI students in 32 classrooms participating in the quantitative study, and three teachers were interviewed. Due to the short time frame, PI students<'> value of reading did not increase on average. Themes also emerged during interviews with the classroom teachers. I conclude with a discussion, implications, and recommendations for future research studies and educators working with PI and other diverse students.
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Guo, Jiesi. "The relations among academic motivation, self-concept, aspirations and choices: Integrating expectancy-value and academic self-concept theory." Thesis, Australian Catholic University, 2016. https://acuresearchbank.acu.edu.au/download/7695976974bc5ca1d60e51898f3511733be75e2c06f42d1dbba4c0709ea3d117/16478749/Guo_2016_The_relations_among_academic_motivation.pdf.

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The fact that many talented and capable students opt out of the STEM (science, technology, engineering, and mathematics) pipeline and that women remain underrepresented in STEM fields are international phenomena and a matter of considerable concern amongst policymakers. Expectancy-value theory (EVT) (Eccles, 2009) is one of the major frameworks for studying achievement motivation, and has been widely used to tackle this issue. Previous EVT research has demonstrated that students’ expectancy and value beliefs for specific academic subjects are important precursors of achievement-related behaviours (Eccles, 2009; Wigfield, Tonks, & Klauda, 2009). Despite the fact that research on task values has increased, it still lags far behind research on expectancy-related beliefs (e.g., academic self-concept [ASC]) (Wigfield et al., 2009), which is known to represent an important determinant of diverse educational outcomes (Marsh, 2007). This thesis integrated EVT and ASC and extended prior work by closely investigating: (a) the unique contributions of ASC and multiple value components in predicting diverse achievement-related outcomes, particularly during post-high school transition; (b) the multiplicative relation between ASC and value beliefs (i.e., ASC-by-value interaction) that was a core assumption of the original EVT but seems to have disappeared from modern EVT (Nagengast et al., 2011); (c) how well the theoretical models posited in ASC theory (e.g., multidimensional and domain specific selfconcept model, reciprocal effect model [REM], internal/external frame-of-reference [I/E] model with its extension to dimensional comparison theory [DCT]) generalise to different value beliefs; and (d) how the social and cultural factors (e.g., gendered socialisation, socioeconomic status [SES]) shape individual and gender differences in educational and career pathways. This thesis explored new perspectives on EVT and ASC theory through five empirical studies relying on advanced methodologies and using data from large and representative national/international samples. Studies 1 and 4 respectively drew on Grade 8 students from Hong Kong (N = 13,621) and four OECD countries (N = 18,047), based on the International Trends in International Mathematics and Science Study. Studies 2 and 3 respectively drew on longitudinal data from representative samples of U.S. (N = 2,213) and Australian (N = 10,370) students during post-secondary school transition. Finally, study 5 was based on a sample of German 9th-grade students (N = 1,978).
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Brown, Carol. "What motivates A-level students to achieve? : the role of expectations and values." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:8f1bd6e5-5038-4a86-95d4-b3845d78485b.

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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.
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Peterson, Eric. "Teacher beliefs about implementing Project GLAD (uided Language Acquisition Design)| A quantitative study through the framework of expectancy-value theory." Thesis, Concordia University Chicago, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670609.

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This study investigated the barriers and facilitators to general teacher implementation of Project GLAD (Guided Language Acquisition Design) through the framework of expectancy-value theory. This research was a modified replication of a study by Foley (2011) which investigated the factors that impeded or supported teacher implementation of a different instructional innovation using expectancy-value theory as the theoretical framework. Quantitative data was gathered for this study through an online survey emailed to grade PreK-12 teachers throughout the United States that were trained in Project GLAD. Valid responses to the survey were provided by 173 teachers. The scaled independent variables studied were teacher self-reported perceptions of expectancy, value, cost, and certain types of support surrounding their use of Project GLAD. As in the study by Foley (2011) additional demographic and training independent variables were studied from teacher self-reported data on the survey including the level of Project GLAD training, the recency of Project GLAD training, current grade level taught, years teaching at current grade level, and old degree versus recent degree. The scaled dependent variable studied was teacher general implementation of Project GLAD in their instruction. Data from survey responses was analyzed using descriptive, linear, and multiple linear regression methodology. Teacher levels of expectancy, value and training were found significant positive predictors of general teacher implementation of Project GLAD. Similar to the study by Foley (2011), the findings indicate that increasing the level of particular types of school support to teachers, including coaching and earning higher certifications in Project GLAD will increase their levels of Project GLAD implementation. Areas recommended for further research include teacher implementation of specific Project GLAD strategies, the particular types of support that facilitate implementation, and specific barriers and facilitators to implementation at the secondary grade levels. The use of observational and qualitative methodologies to confirm and expand the findings of this study is also recommended.

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Books on the topic "Expectancy-value theory"

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Feather, N. T. Historical Background to Research on Job Loss, Unemployment, and Job Search. Edited by Ute-Christine Klehe and Edwin van Hooft. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199764921.013.001.

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This chapter provides a selective review of past research on job loss, unemployment, and job search up to the beginning of the 1990s. The Great Depression studies in the 1930s at Marienthal by Jahoda and colleagues and by Bakke at Greenwich and New Haven are described, along with other research at the time. These early studies sowed the seeds for subsequent research programs in England, Europe, and Australia; the theories that emerged from this early and later research are described. They include stage theory, deprivation theory, agency theory, and vitamin theory. Other more general approaches—such as stress and coping models and expectancy-value theory—are also described as relevant to the unemployment experience. The historical review provides lessons about the importance of using a variety of methodologies that include descriptive field research, survey and questionnaire studies, longitudinal research, and research across cultures. It also suggests that progress will involve the application of midrange theories about work, paid employment, and unemployment targeted to particular issues such as psychological well-being, health-related problems, social and family effects, and job-search behavior.
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Book chapters on the topic "Expectancy-value theory"

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Shepperd, James A. "Social Loafing and Expectancy-Value Theory." In Multiple Perspectives on the Effects of Evaluation on Performance, 1–24. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-0801-4_1.

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Mann, Leon, and Irving Janis. "Conflict Theory of Decision Making and the Expectancy-Value Approach." In Expectations and Actions, 341–64. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003150879-19.

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Gladstone, Jessica R., Allan Wigfield, and Jacquelynne S. Eccles. "Situated Expectancy-Value Theory, Dimensions of Engagement, and Academic Outcomes." In Handbook of Research on Student Engagement, 57–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07853-8_3.

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Yonder, Sarah. "Teaching Medical Students to Write Proper Clinical Notes Using Expectancy-Value Theory." In Teaching Writing in the Health Professions, 13–24. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003162940-3.

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Kuhl, Julius. "The Expectancy-Value Approach within the Theory of Social Motivation: Elaborations, Extensions, Critique." In Expectations and Actions, 125–60. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003150879-6.

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Ezzaouia, Imane, and Jacques Bulchand-Gidumal. "A Model to Predict Users’ Intentions to Adopt Contact-Tracing Apps for Prevention from COVID-19." In Information and Communication Technologies in Tourism 2021, 543–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65785-7_51.

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AbstractTechnological advances are increasingly progressing and have brought unprecedented solutions for real-world problems for various domains, particularly, when it comes to a health-related domain. This study aims to examine the predictors of users’ intentions to adopt contact-tracing apps for prevention from COVID-19. Based on the extended unified theory of acceptance and use of technology (UTAUT2), our research model incorporates the following eight constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, perceived privacy, perceived value, safety and accuracy. The empirical results were obtained from a sample of 93 questionnaires (currently still in course). We used the partial least squares approach to test our hypotheses. The results reveal that performance expectancy has the strongest impact on the intentions to use contact-tracing apps. The accuracy, effort expectancy and social influence are also important, followed by perceived value, safety and perceived privacy. Facilitating condition is listed as much less important. The theoretical and managerial implications of these results are discussed.
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Raynor, Joel O. "Future Orientation, Self-Evaluation, and Achievement Motivation: Use of an Expectancy × Value Theory of Personality Functioning and Change." In Expectations and Actions, 97–124. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003150879-5.

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Ouellette, Nadine, France Meslé, Jacques Vallin, and Jean-Marie Robine. "Supercentenarians and Semi-supercentenarians in France." In Demographic Research Monographs, 105–23. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49970-9_9.

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AbstractThe purpose of this study is twofold. Firstly, it attempts to exhaustively identify cases of French supercentenarians and semi-supercentenarians and to validate their alleged age at death. Secondly, it seeks to uncover careful patterns and trends in probabilities of death and life expectancy at very old ages in France. We use three sets of data with varying degrees of accuracy and coverage: nominative transcripts from the RNIPP (Répertoire national d’identification des personnes physiques), death records from the vital statistics system, and “public” lists of individual supercentenarians. The RNIPP stands out as the most reliable source. Based on all deaths registered in the RNIPP at the alleged ages of 110+ for extinct cohorts born between 1883 and 1901, errors are only few, at least for individuals who were born and died in France. For alleged semi-supercentenarians, age validation on a very large sample shows that errors are extremely rare, suggesting the RNIPP data can be used without any verification until age 108 at the minimum. Moreover, a comparison with “public” lists of individual supercentenarians reveals a single missing occurrence only in the RNIPP transcripts since 1991. While the quality of vital statistics data remains quite deficient at very old ages compared to RNIPP, the analytical results show a significant improvement over time at younger old ages. Our RNIPP-based probabilities of death for females appear to level-off at 0.5 between ages 108 and 111, but data becomes too scarce afterwards to assess the trend. Also, we obtain a quite low life expectancy value of 1.2 years at age 108.
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"Expectancy-Value Theory." In Encyclopedia of the Sciences of Learning, 1206. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_2160.

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"FOUR. The Expectancy-Value- Norms Theory." In Aggressive Political Participation, 69–120. Princeton: Princeton University Press, 2015. http://dx.doi.org/10.1515/9781400870455-005.

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Conference papers on the topic "Expectancy-value theory"

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HU, Xiang. "Culturalizing Motivational Theory: An Investigation on Expectancy-Value Theory Across 52 Countries." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433228.

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McGrath, Cynthia A., Kyle Gipson, Olga Pierrakos, Robert Nagel, Jesse Pappas, and Mackenzie Peterson. "An evaluation of freshman engineering persistence using Expectancy-Value Theory." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6685117.

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Wang, Xiaomei, Arinan Dourado, Pamela Bilo Thomas, and Campbell R. Bego. "Modeling Engineering Persistence through Expectancy Value Theory and Machine Learning Techniques." In 2022 IEEE Frontiers in Education Conference (FIE). IEEE, 2022. http://dx.doi.org/10.1109/fie56618.2022.9962581.

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Woods, Stephanie. "International Teaching Assistants' English Oral Language Proficiency Gains Within Expectancy Value Theory." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583332.

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Gao, Yannan. "Giving Students a Voice: Deconstructing Undergraduates Chemistry and Physics Persistence Using Expectancy-Value Theory." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684894.

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Adler, Rebecca. "Predicting Math Achievement and STEM Career Interest Among Black Students: Limitations of Expectancy-Value Theory." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1885354.

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Sutter, Claudia. "Pre- and Mid-COVID Concerns in an Introductory Statistics Course and Their Correlates With Expectancy-Value-Cost Theory." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890616.

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Klyce, Annie, and Katherine Ryker. "LOOKING THROUGH THE LENS OF EXPECTANCY VALUE THEORY: HOW TRAINING SPATIAL SKILLS AFFECTS THE STUDENT EXPERIENCE." In GSA Connects 2021 in Portland, Oregon. Geological Society of America, 2021. http://dx.doi.org/10.1130/abs/2021am-371289.

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Nilsen, Hallgeir. "Influence on Student Academic Behaviour through Motivation Self-Efficacy and Value-Expectation: An Action Research Project to Improve Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3356.

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Pedagogic research has found that motivation, self-efficacy and value-expectancy are the most influencing factors on student academic behaviour (Bandura, 1997; Linnenbrink & Pintrich, 2002), which again are heavily influenced by how students experience success, confidence and well-being, lecturers motivation and enthusiasm, and how theory and practice is tied together. Universities will increase, maintain, or decrease motivation, self-efficacy, and value-expectancy. The author believes that in order to increase student learning universities need more focus on and more use of pedagogical knowledge, to even more positively influence student academic behaviour. Through implemented actions and interviews of bachelor students in IT and information systems, valuable information is collected on what influences motivation, self-efficacy, and value-expectations. The good news is that by simple means we can more likely have students that experience success, are confident and well-being, and who see the value in what they work on, which in turn will influence academic behaviour and academic success.
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Eastern University of Sinence, Asia, Department of Marketing, and Distribution Management. "Fei-Hui Huang." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001030.

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With the information and communications technology (ICT) development, the e-scooter sharing services have been launched on the Taiwanese market since 2018. This study forms an investigation into the Unified Theory of Acceptance and Use of Technology evaluation method based on empirical research and survey studies to investigate the factors that may influence the user acceptance of the shared e-scooters. A questionnaire has been designed to obtain subjective feedback after using the shared service from the participants. 157 individuals participated in the experiment and completed the subjective rating. The results indicate that the model constructs of performance expectancy, social influence, price value, and habit are useful predictors of the consumer behavioral intention towards using shared e-scooters. In addition, consumer perceived "I prefer to use shared e-scooters rather than private scooters" is a moderate variable that affects the relationship between the performance expectancy, social influence, price value, and habit and the consumer behavioral intention.
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Reports on the topic "Expectancy-value theory"

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Valente Rosa, Maria João. Demographic ageing: the rigidity of conventional metrics and the need for their revision. IPR-NOVA, January 2022. http://dx.doi.org/10.23906/wp63/2022.

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This article aims to discuss the scope and value of the conventional metrics used to assess and compare levels of ageing between different populations. The age brackets for classifying if the population is ageing or aged are typically based on chronological age and are very close to the stages of the economic tripartite life cycle: the school/education phase; the labour market participation phase; the retirement phase. Those conventional metrics produce distortions in capturing the levels of demographic ageing. If the change in the age structure is rooted in social development, not in a social crisis, having more people in older ages should be related to that. Living longer, on average, does not only mean living more years but also a change in people's social profile, which the usual metrics for measuring ageing do not capture. Because of the central place that demographic ageing occupies in the framework of social, political and scientific reflection on the present and future of societies, Demographic Science should contribute with new metrics reflecting the real social improvements in populations age structures. This reflection supports the need to undertake a critical analysis of the way demographic ageing has usually been presented; stresses the need to advance ageing metrics that match societies' development by considering the life expectancy; and presents a new indicator for measurement demographic ageing that compares what we observe with what we can expect from the age structure at any given mortality level.
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