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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 PsychologyPh.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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Scheppmann, Margaret R. "FACTORS INFLUENCING MUSIC THERAPY CAREER CHOICE IN THE UNITED STATES: A STUDY OF STUDENT VALUES AND EXPECTANCIES." UKnowledge, 2019. https://uknowledge.uky.edu/music_etds/147.
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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.
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Vang, Mao H. "The Effect of Avatar Behaviors in Health Interventions: Examining Immediacy and Communicator Reward Value Through Expectancy Violations Theory in Virtual Environments." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337884820.
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Torsney, Benjamin M. "MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/389371.
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Educational PsychologyPh.D.
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.
Temple University--Theses
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Bull, Peter. "Expectancy-value theory as a tool in resource analysis and management, a study of the motivations of salmon anglers on the salmonier river." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34168.pdf.
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Kim, Jeesun. "Effects of organization-public relationships and product-related attribute beliefs on brand attitude and purchase intention using relationship theory and expectancy-value model /." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000951.
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Carpenter, Wesley A. "Engineering Creativity: Toward an Understanding of the Relationship between Perceptions and Performance in Engineering Design." University of Akron / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1460410915.
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Soledad, Michelle Millete. "Understanding the Teaching and Learning Experience in Fundamental Engineering Courses." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/101098.
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Fundamental engineering courses are important to the undergraduate engineering student experience but have been associated with challenging educational environments. Several factors influence the educational environment, although learning experiences are primarily the outcome of interactions between instructors and students. To initiate change, it is important to understand teaching and learning experiences in fundamental engineering courses from the perspectives of the key players in these environments: instructors and students.
To accomplish the goal of understanding teaching and learning experiences, I conducted studies that examined instructors' and students' perspectives on their experiences and the educational environments, using qualitative research methodology. Through these studies, this dissertation: 1) examined instructors' beliefs and self-described behaviors, guided by motivation theory and focusing on the role of instructors as socializers in the learning process; 2) considered interacting fundamental engineering courses as a foundational curriculum within engineering curricula to describe the educational environment in these courses from instructors' perspectives; and 3) examined student perceptions of their learning experiences and the educational environments in fundamental engineering courses using responses to open-ended items in end-of-semester student evaluations of teaching surveys. Data indicate that participants strive to integrate strategies that promote effective learning despite challenges posed by course environments, although expected gains from these behaviors may not always be maximized. Students and instructors may benefit from a student-focused, collaborative and holistic course planning process that considers interacting fundamental courses as a foundational curriculum within engineering curricula, and that engages instructors as equal partners in the planning process. Student feedback may be infused into the course planning process by productively and meaningfully utilizing students' responses to end-of-semester student evaluations of teaching surveys. Overall, the results of this dissertation highlight the importance of institutional support, collaboration, and integrating student feedback in the quest for facilitating effective educational environments and positive learning experiences in engineering.Doctor of Philosophy
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Eklöf, Hanna. "Motivational beliefs in the TIMSS 2003 context : Theory, measurement and relation to test performance." Doctoral thesis, Umeå universitet, Beteendevetenskapliga mätningar, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-788.
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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.
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Ehrling, Fredrik. "Motivation i matematik ur ett lärarperspektiv åk 5-6." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160996.
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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.
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Lundmark, Nea. "IKT i matematikundervisningen : Hur påverkar det elevers syn på sin motivation?" Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-70442.
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Nilsson, Ulrika. "Autentiska upplevelser och elevers motivation till lärande i spanska." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29628.
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The aim of this essay has been to gain knowledge about how authentic experiences affect students' motivation for their learning of Spanish and to compare how their motivation is influenced by different kinds of authentic experiences. According to Bryman (2006) the most common methods when doing investigations about motivation are questionnaires combined with structured interviews, within a mixed method, with both quantitative and qualitative instruments. The research has therefore been carried out at a Swedish high school, applying questionnaires at 122 students and structured interviews with 8 students. The results were analyzed with the motivational theories; Eccles and Wigfield's expectancy-value theory och Deci och Ryan's self-determination theory. The results show a tendency of a positive attitude towards authentic experiences during lessons. These seem to be used by the teachers, especially in the form of authentic music and film, and students also consider those activities to positively influence motivation and most of them believe that different authentic experiences could increase motivation, increase the posibility to integrate to internal motivation towards Spanish as a subject, but most consider that real and virtual meetings with Spanishspeaking probably will not do so, since the ability to integrate them rather seem that it might inhibit the students' psychosocial needs.
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Boström, Erika. "Formativ bedömning : en enkel match eller en svår utmaning? Effekter av en kompetensutvecklingssatsning på lärarnas praktik och på elevernas prestationer i matematik." Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135038.
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Research reviews have shown that the use of formative assessment in classroom practice can substantially improve student achievement. However, a strong research base about how to support teachers’ implementation of such formative classroom practice is lacking. In this thesis, I investigate the effects of a comprehensive professional development programme (PDP) in formative assessment on teachers’ classroom practice and students’ achievement in mathematics. In addition, I identify reasons for the changes made in the teachers’ formative classroom practice. Fourteen randomly selected year - 7 mathematics teachers participated in the PDP. The teachers’ formative classroom practice before and after attending the programme was analysed and described, and reasons for their change in practice were explored. The effect of the changes in formative classroom practice on students’ mathematics achievement was examined using pre- and post-tests administered to both the intervention group and a control group. A mixed methods approach with classroom observations, teacher interviews, questionnaires and student achievement tests in mathematics was used in the studies included in the thesis. The results show that the teachers used aspects of formative assessment in their classroom practice before the PDP, but that there was plenty of room for development towards a more effective formative assessment practice. Several possibilities for developing the practice were identified. After the PDP the teachers believed in the idea of formative assessment and were motivated to make changes towards a more formative classroom practice. The teachers included new formative assessment activities in their classroom practice, but in different ways and to different degrees. The characteristics of these changes were identified, and also the characteristics of the PDP that the teachers found to be influential for their development of the formative classroom practice. Results also show that the teachers’ motivational beliefs held after the PDP was an explanatory factor for their changes in practice. However, the formative assessment practice the teachers implemented did not have a significant effect on their students’ achievement compared to the control group. In addition, there was no correlation between the number of formative assessment activities implemented by the teachers and their students’ achievement gains. Reasons for these non-effects on student achievement, and for the teachers’ degree and type of implementation of formative assessment in the classroom practice, are discussed in the thesis.
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Genson, Jenna McEwen. "Examining the Interrelationship of Motivation and Place Attachment in a Residential 4-H Camping Environment." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/32238.
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Minimal research has examined the interrelationship between motivation, place attachment, and the need to belong in a residential camping environment. The purpose of this study was to better understand the role of place attachment and the need to belong in facilitating 4-H Camp Graham campers and counselors interest in returning to residential 4-H summer camp year after year. All participants included in this study were at least 18 years of age, graduated from high school, former 4-H members, and attended 4-H camp for at least two consecutive years. Three camping clusters participated in focus group interviews for a total of 21 participants. A fourth camping cluster and participants unable to attend their designated focus group, were invited complete an online survey. Overall, campers and counselors were primarily motivated to return to camp each year due to the relationships, memories, and sense of belonging formed at camp. While nature and location played a role in the camp experience by providing a secluded environment free from outside influence, these attachments were secondary. Attachment to camp grew over time and participants valued the camp experience highly and tended to choose camp friendships and the camp experience over other opportunities. Longevity at camp influenced the strength of attachment. This research suggests that intentionality in these areas of staff training and program planning are critical to camper and counselor connection to camp. Additionally, this research provides tangible evidence that points to the value of sharing the residential camping experience with potential funders and parents.Master of Science in Life Sciences
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Wellman, David Allen, and mikewood@deakin edu au. "Towards an integration of theories of achievement motivation." Deakin University. School of Psychology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.123821.
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This thesis investigated children's school achievement in terms of an integration of three theories of achievement motivation. The three theoretical outlooks were expectancy-value theory (EVT), implicit theories of intelligence (ITI), and flow theory (FT). The first of two studies was an exploratory investigation of the effectiveness of each theory independently and combined to predict children's achievement in four school subjects. The subject areas were maths, reading, instrumental music and sport. Participants were 84 children (40 females and 44 males) aged 9 to 10 years, one of each child's parents, and school teachers of each child in the four subject areas. All data were collected through questionnaires based on the three models. The results indicated that EVT and FT but not ITI accounted for a significant amount of the variance in children's achievement, including effects for subject area and gender. A second confirmatory study tested EVT, FT and an integrated model for the prediction of achievement in maths, reading and instrumental music. The participants were a further 141 children (74 females and 67 males) aged 10 to 11 years, and a parent and teachers of each child. Data collection using questionnaires occurred early in the school year (Timel) and approximately five months later (Time2). For EVT, children and parents competence beliefs were significant predictors of children's achievement in each subject area. Females tended to believe themselves more competent at reading and instrumental music and also valued these subjects more highly than boys. Modeling results for flow theory indicated that children's emotional responses to classes (happiness and confusion) were significant predictors of achievement, the type of emotion varying between subject areas and time periods. Females generally had a more positive emotional reaction to reading and instrumental music classes than males did. The integrated model results indicated significant relationships between EVT and flow theories for each subject area, with EVT explaining most achievement variance in the integrated model. Children's and parents competence beliefs were the main predictors of achievement at Timel and 2, Subject area and gender differences were found which provide direction for future research. Anecdotal reports of parents and teachers often attest to individual differences in children's involvement in various school domains. Even among children of apparently similar intelligence, it is not uncommon to find one who likes nothing better than to work on a mathematics problem while another much prefers to read a novel or play a musical instrument Some children appear to achieve good results for most of the activities in which they are engaged while others achieve in a less consistent manner, sometimes particularly excelling in one activity. Some children respond to failure experiences with a determination to improve their performance in the future while others react with resignation and acceptance of their low ability. Some children appear to become totally absorbed in the activity of playing sport while others cannot wait for the game to end. The primary research objective guiding the current thesis is how children's thoughts and feelings about school subjects differ and are related to their school achievement. A perusal of the achievement motivation literature indicates several possible models and concepts that can be applied to explain individual differences in children's school achievement. Concepts such as academic self-concept, multiple intelligences, intrinsic and extrinsic motivation, self-beliefs, competence beliefs, subjective task values, mastery and performance goals, Flow experiences and social motivation are just some of the constructs used to explain children's achievement motivation, both within and between various activity domains. These constructs are proposed by researchers from different theoretical perspectives to achievement motivation. Although there is much literature relevant to each perspective, there is little research indicating how the various perspectives may relate to each other. The current thesis will begin by reviewing three currently popular theoretical orientations cited in achievement motivation research: subjective beliefs and values; implicit theories of intelligence, and flow experience and family complexity. Following this review, a framework will be proposed for testing the determinants of children's school achievement, both within each of the three theoretical perspectives and also in combination.
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Niesel, Christoph Ryo. "Older workers' adaptation to information technologies in the workplace: A study in the context of non-standard employment." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/212786/1/Christoph_Niesel_Thesis.pdf.
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Growing diversification of working arrangements, greater labour decentralisation and increasing reliance on often changing workplace information technologies (ITs) are turning many older workers to Non-Standard Employment (NSE). This study therefore sought to explore the motivations for participation in and IT adaptation behaviours of older workers in NSE. Using qualitative methods, and an Expectancy-Value-Cost theoretical perspective, factors pertaining to the NSE context were found to drive specific adaptation expectancies, values and costs, which led to problem-focused and emotion-focused strategies for older workers dealing with IT adaptation. Meanwhile, financial stability, flexibility, continued activity, socialisation, and maintaining self-identity were motivators for NSE participation.
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Donnelly, Jilian K. "Understanding Educational Choice Processes of Retired Professional Hockey Players." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260106.
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Educational AdministrationEd.D.
The purpose of this qualitative study was to investigate the processes and influences that underlie the choice of retired elite athletes to further their education and assume the adult learner role. In the current study, focus was applied specifically to professional ice hockey players who were in a period of retirement from active play. Elite athletes often retire at a time when most other professions are just beginning or reaching a level of stability. Research suggests that many retired elite athletes experience a difficult transition to an early retirement from athletics that is fraught with depression and unemployment. A select number of these elite athletes choose to further their educations after their careers have expired. The literature suggests that some of these retired elite athletes find educational programming a valuable coping strategy in the often traumatic post-athletic career adjustment. Unfortunately, this choice is made by only few athletes. It would be desirable to encourage more retired athletes to consider and engage in educational activities; however, currently, there is only very little knowledge on the processes underlying athletes' choice to participate, or not to participate, in education in their retirement years. Using a theoretical framework that includes adult learning theory and adult development theory, in conjunction with expectancy-value theory of motivation, the impact of individual characteristics and environmental opportunities on post-athletic career choices made by professional athletes may be better understood. The primary instrument for data collection was a personal interview with ten retired professional hockey players, conducted over a consecutive six-month period resulting in significant data. Utilizing the constant-comparative method for data analysis, common themes were identified as indicators of educational engagement: Informal Mentorship, Head Injury Related Retirement, and Pre-Transition Planning. In addition to these themes, the findings reflected an alternative adult developmental model possibly unique to professional hockey players. The findings of this study are valuable to the larger conversation regarding adult learners, adult development, and elite athlete career transition.
Temple University--Theses
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Nordström, Viktor. "Gymnasieelevers motivation att använda GeoGebra i matematiken." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85480.
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Denna undersökning syftar till att belysa vad som motiverar gymnasieelever att använda GeoGebra i matematiken. Vidare undersöktes även eventuella skillnader i motivation, både typ och grad, hos gymnasieelever som använder GeoGebra ofta respektive sällan i matematiken. Undersökningen grundar sig i motivationsteori och specifikt förväntan-värde teorin och utfördes med kvantitativa- och kvalitativa metoder. Datainsamlingen skedde med en enkät vilken besvarades av 72 gymnasieelever från fyra skolor i Norrbottens län, Stockholms län och Västra Götalands län. Resultatet från undersökningen visar att gymnasieelever främst motiveras av nytto- och kostnadsvärdet som GeoGebra medför. Med andra ord, att GeoGebra ger dem fördelar i matematiken genom att göra det enklare och mer tidseffektiv att hantera matematikproblem med hjälp av GeoGebra. Vidare så visade även resultatet att gymnasieelever som använder GeoGebra ofta motiverades mer av nyttan som verktyget medförde, än gymnasieelever som använder GeoGebra sällan motiverades av det.The focus of this research was to enlighten what motivates high school students to make use of GeoGebra in mathematics studies. The research also aimed at finding out if there were any differences in motivation, both type and degree, between high school students who used GeoGebra frequently or rarely in mathematics studies. The study was based on motivational theory and more specific expectancy-value theory and used quantitative- and qualitative methods. The data collection was through a survey in which 72 high school students from four schools in Norrbottens county, Stockholms county and Västra Götalands county participated. The result from this study showed that the main reason why high school students are motivated to use GeoGebra in their mathematics studies is because of the utility and cost value the instrument entails. In other means, high school students use the programme because it's easier and more time efficient to solve mathematical problems with it. The study also showed that high school students who use GeoGebra more frequently in mathematics studies are more motivated by the utility value that the instrument brings, than high school students who only use GeoGebra sometimes were.
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Hwang, Jiyoung. "Rewarding Corporate Social Responsibility (CSR) Through CSR Communication: Exploring Spillover Effects in Retailer Private Brands and Loyalty Programs." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291171034.
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Penk, Christiane. "Effekte von Testteilnahmemotivation auf Testleistung im Kontext von Large-Scale-Assessments." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17216.
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Die vorliegende Arbeit untersucht die Testteilnahmemotivation von Schülerinnen und Schülern in großangelegten Schulleistungsstudien. Es wurde ein theoretisches Erwartung-Wert-Anstrengung-Modell der Testteilnahmemotivation herausgearbeitet, das in drei empirischen Studien überprüft wurde. Dabei wurde das komplexe Beziehungsgefüge zwischen Erfolgserwartung, dem wahrgenommene Wert des Tests, Anstrengungsbereitschaft und Testleistung untersucht. Datengrundlage der Studie I bildete die erste PISA-Erhebung aus dem Jahr 2000, in der die Testteilnahmemotivation durch Fragen zur Anstrengungsbereitschaft und zum wahrgenommenen Wert des Tests erhoben wurde. In Studie II und III gaben die Jugendlichen, die an der Ländervergleichsstudie im Jahr 2012 teilnahmen, Einschätzungen zu ihrer Erfolgserwartung, dem wahrgenommenen Wert des Tests und ihrer Anstrengungsbereitschaft ab. Die Ergebnisse zeigen, dass Testteilnahmemotivation zur Erklärung individueller Unterschiede in der Testleistung beiträgt (Studie I), auch wenn diverse Hintergrundinformationen der Teilnehmenden berücksichtigt werden (Studie III). Die theoretisch angenommenen Beziehungen im Erwartung-Wert-Anstrengung-Modell wurden fast vollständig bestätigt: Vor allem der wahrgenommene Wert, aber auch die Erwartungen sagten die berichtete Anstrengungsbereitschaft der Teilnehmenden vorher; die Erfolgserwartung und die Anstrengungsbereitschaft wiesen einen Zusammenhang mit der Testleistung auf (Studie II). Im Verlauf eines Leistungstests berichteten die Teilnehmenden im Durchschnitt eine Abnahme in der Anstrengung und dem Wert sowie einen stabilen Verlauf ihrer Erfolgserwartung. Zur Erklärung der Testleistung trug neben der anfänglichen Erfolgserwartung und Anstrengungsbereitschaft auch die Veränderung in der Erfolgserwartung bei (Studie III). Für eine hohe Testleistung ist es wichtig, dass die Teilnehmenden den Test motiviert beginnen und während des Tests selbstsicher bezüglich ihrer Erfolgserwartung bleiben.The thesis investigates effects of test-taking motivation on test performance in low-stakes assessments. An expectancy-value-effort model of test-taking motivation was developed and tested in three empirical studies. The studies investigated the complex relationship between expectancy for success, perceived value of the test, test-taking effort, and test performance. The database of study I is the first PISA study. Test-taking motivation was assessed with questions about effort and the perceived value of the test. Study II and III are premised on the national assessment study in the year 2012. The students reported their expectancy for success, their perceived value of the test, and their test-taking effort. Overall, the results showed that test-taking motivation explained test performance (study I) although controlling for various students’ background characteristics (e.g., socio-economic background, study III). We found support for nearly all of the theoretically assumed relationships in the expectancy-value-effort model: Expectancy for success and perceived value of the test explained test-taking effort; expectancy for success and test-taking effort had the most pronounced effects on test performance (study II). The students reported, on average, a stable course of expectancy for success over the testing session; perceived importance of the test and test-taking effort slightly decreased within the testing session. The initial expectancy for success and the initial test-taking effort as well as change in expectancy for success explained students’ test performance. Above all, it is crucial that students begin the test with a high level of test-taking motivation and remain confident about a successful test completion to the end of the testing session.
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Hoang, Thinh Quoc. "Exploring Vietnamese first-year English-major students’ motivation: A longitudinal, mixed-methods investigation." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2423.
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Learner motivation is recognised as a crucial determinant of successful second language (L2) learning. However, to date, little research has been directed into the motivational dimensions of L2 learning in Vietnam, where English has currently become the most popular foreign language with millions of learners nationwide. Further, there is a limited amount of research internationally that explores the motivational levels and development of L2 students at the transition from school level to higher education.
This study aimed to develop a profile of the motivation and learning experiences of a cohort of Vietnamese first-year English-major students over one academic year. As an attempt to integrate the L2 research field with mainstream educational psychology, the study drew theoretically from Eccles et al.’s expectancy-value theory (EVT). This framework, though recognised as one of the most influential motivation theories, has received limited attention in the L2 field. Specifically, the research explored: the EVT constructs of attainment value (personal importance), intrinsic value, utility value, cost, perceived competence, and expectancies for success; their variations across the cohort over one year; their correlations; and their impacts on motivational indicators of English-major choice, English learning effort and willingness to communicate. The study also offers explanations for those variations.
Informed by critical realist perspectives, the study adopted a longitudinal, explanatory mixed-methods design. A cohort of 149 first-year English-major students at one Vietnamese university were surveyed three times over one academic year. Drawing on the results of the first survey, a sample of 15 participants exhibiting a range of motivational profiles were recruited to take part in three rounds of individual interviews over the same year.
Results demonstrated various explanatory powers that the EVT constructs had in understanding Vietnamese English-major students’ motivated behaviours. For example, while personal importance and utility value linked to English seemed to be more potent reasons for participants enrolling in an English major, their L2 learning engagement and willingness to communicate in English were linked more strongly to intrinsic value and expectancies for success.
The study further revealed different developmental trajectories of student values and beliefs. While the students maintained relatively stable levels of personal importance and utility value, studying English became slightly less interesting to them. Regarding cost dimensions, the participants reported an increase in opportunity cost they perceived from iv studying English while becoming less anxious about speaking the language. For the two competence-related beliefs, while the students perceived an improvement in their English proficiency, they reported decreasing levels of expectancies for success and became more realistic about the potential to improve their English. The participants also reported a lower investment in learning effort and less willingness to communicate in English, which paralleled the declines in intrinsic value and expectancy beliefs. Interviews with participants revealed the impacts of different contextual and individual factors, especially those of teaching and learning activities on their L2 motivation.
Overall, the findings of this study suggested that expectancy-value model provided a fresh but effective theoretical approach to understanding the motivational patterns of Vietnamese first-year English-major students and is potentially applicable to inquiry into L2 motivation in other contexts. Moreover, this study’s findings also contribute to extending current understandings of the EVT constructs. Finally, the findings from this study provide valuable insights and suggestions to better support English language learners in Vietnamese tertiary institutions and similar contexts.
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Laubie, Raphaëlle. "Les Déterminants de l’Action Collective en Ligne dans les Communautés Virtuelles de Patients : une Approche Multi-Méthodes." Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLED036/document.
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Au cours des dernières années, les communautés virtuelles de patients se sont énormément développées sur l'Internet. Ces communautés permettent des échanges fréquents entre les patients, qui peuvent partager des informations liées à la santé dans un environnement interactif. Alors que beaucoup s'accordent sur l'opportunité représentée par ces communautés pour ses utilisateurs, les connaissances sur ce qui détermine l'action collective en ligne des patients ainsi que sur les fondamentaux de l'action collective en ligne dans ces espaces virtuels sont relativement peu développées. En conséquence, ce travail doctoral examine les raisons pour lesquelles les patients interagissent entre eux et comment ils procèdent. En nous appuyant sur le modèle du comportement orienté vers un but, la théorie de la valeur de l'attente, la théorie des forces du champ, les concepts de dons et les interviews menées, nous avons développé un modèle qui examine les interactions en ligne des patients dans un contexte d'action collective en ligne. Une approche multi-méthode, qualitative et quantitative, permet d'explorer les interactions des patients et de mesurer les déterminants de l'action collective en ligne sur ces espaces virtuels. L'analyse qualitative de 54 entretiens menés avec des patients, des proches de patients, des professionnels de la santé 2.0, des médecins et des soignants permet d'affiner le modèle de recherche, qui a ensuite été testé au travers d'une enquête quantitative auprès de 269 patients. Cette recherche contribue à la recherche en systèmes d'information en augmentant nos connaissances sur la dynamique individuelle et les interactions qui entourent les communautés de patients en ligneOver the last few years, virtual patients’communities have been developing tremendously over the Internet. These Web 2.0 communities allow frequent interactions among patients, who can share health-related information within an interactive environment. While many agree on the opportunity represented by those communities for its users, we know very little about what determines patients’ online collective action, specifically on virtual communities as well as the fundamentals of online collective action in these virtual spaces. Accordingly, this doctoral work examines why patients interact with others and how they interact on topics related to their disease through these virtual communities. Drawing on the goal-directed behavior (MGB), the expectancy-value (EVT) theories, the field force theory, gift concepts and field interviews, we have developed a model for examining patients’ online interactions and identified gift-giving behaviors in the context of online collective action. A multi-method, qualitative and quantitative approaches, enables us to explore patients’ interactions and measures the determinants of online collective action on these virtual spaces. The qualitative analysis of 54 interviews conducted with patients, patient’s relatives, Health 2.0 professionals, doctors and caregivers allows refining the research model, which has then been tested through a survey handled with 269 patients, members of patient’s communities. This research contributes to IS research by increasing our knowledge regarding the individual dynamics and interactions that surround online patients’ communities
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LIN, C.-P., and 林章榜. "DEVELOPMENT OF THE SPORT EXPECTANCY AND VALUE SCALE—BASED ON ECCLES EXPACTANCY-VALUE THEORY." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/07421187662840270660.
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碩士國立臺灣體育學院
體育研究所
93
Development of the sport expectancy and valuescale-based on Eccles expectancy-value theory According to Eccles’expectancy–value theory, individual’s expectancy of success and subjective task value are valid predictors of achievement behaviors. The purpose of this study was to develop the sport expectancy and value scale-based on Eccles expectancy-value theory. There were two stages in this study. Stage one: Based on Eccles and his colleague’s expectancy-value concept, a set of question items were added to Eccles and Wigfield’s structure of adolescent’s achievement task value and expectancy-related beliefs. After 703 children and adolescents completed questionnaires, item analysis was used to remove inappropriate items. With factor analysis and reliability test, the reliability and validity of the scale were established. Stage two: Another participats 563 took the questionnaires. The result of this study showed five stable factors, including ability expectancy, need effort, psychological cost of failure, significant others’ expectations cost and task value. The scale had excellent internal consistency, acceptable goodness of fit, and predictable validity of exercise behavior. Male’s expectancy and value belief were significantly higher than those of female’s. All of the above proved the scale had excellent reliability and validity. Besides being used to examine expectancy and value structure in the sport field, the scale can also be an appropriate measurement tool for future achievement behavior study in the sports field.
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Chiang, Yun-Hsuan, and 江芸萱. "The E.R.G. theory and employees'' expectancy value of expatriation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/00100360566951563639.
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碩士國立臺灣大學
商學研究所
101
The purpose of this study was aimed at discussing the relationships between the need theory and employees’ expectancy value of expatriation. Besides, the study will also take demographic variables as crucial control variable in order to examine its different effects on need theory and expatriates’ expectancy value. The analyses were based on data 2010 Taiwan Social Change Survey（TSCS）, 1166 full-time employees were selected as research target while students, housewives, retirees and non-workers were excluded. The research result showed that Existence-Relatedness need was negatively related to employees’ expectancy value of expatriation. Besides, Growth need had positive relationship with employees’ expectancy value of expatriation. Among demographic variables, the results showed age and education level had significantly different preferences on needs. Accordingly, we suggested that employees can take their personal need into consideration while deciding whether they should take the expatriate jobs so as to make win-win conditions for both employees and companies.
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Elias, Elric Matthew. "Exploring value as a source of motivation : the utility of attainment value in explaining undergraduates’ choice of major." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-08-6157.
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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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Lin, Wen-Hsin, and 林文心. "Investigation on Mathematical Learning of Junior High School Students from Self-theory and Expectancy-value Theory." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/52844357774244513440.
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碩士國立屏東科技大學
技術及職業教育研究所
100
The purpose of this study was to investigate the Mathematical learning of junior high school students from self-theory and expectancy-value theory. Data were gatheres in a sample of 511 seventh grade students of junior high schools. Using developed questionnaires, subjects self-reported the incremental belief of intelligence, beliefs of academic expectancy and task value, and mathematical learning behaviors. A mediational model including incremental belief of intelligence, beliefs of academic expectancy and task value, and mathematical learning behaviors was tested. This study yielded supportive data, indicating that beliefs of academic expectancy and task value mediates the effects of incremental belief of intelligence on mathematical learning behaviors. Additionally, this study have some results as follows: 1. The incremental belief of intelligence of junior high school students was low. 2. Junior high school students have high score on the beliefs of academic expectancy and task values on mathmatics, and boys scored higher than girls. 3.Junior high school students self-reported more adaptive behaviors on mathematical learning. 4. Both incremental belief of intelligence and the beliefs of academic expectancy and task values positive predictes adaptive behaviors of mathematical learning, and negative predicted unadaptive behaviors of mathematical learning. 5. The beliefs of academic expectancy and task values mediates the the effects of incremental belief of intelligence on mathematical learning. The discussion focus on the implications of this study on educational practice and future research.
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邱奕軒. "An analysis of personality relevant to meme of functional foods:based on expectancy-value theory." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/u8h43y.
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碩士國立臺灣師範大學
工業教育學系在職進修碩士班
102
In recent years, the rapid development of Internet, a lot of information to be passed quickly, the network has also become a platform for a wide range of information, regardless of the correctness of the message or the nature of good and evil, are passed out through the Internet and the media, and then affect many people imitate, learn and follow-up, this phenomenon is called meme. Meme phenomenon has been widely used in advertising and marketing and publicity, has become a trend. Meme of the past in the relevant literature, most network-term meme formed to explore the phenomenon, so this study is relevant for the individual personality traits of health food meme phenomenon, and expected value theory as a basis for analysis.Department of the study have been used or is being used for health food consumers, as well as the network- related health food forum users to network questionnaire to collect data for the empirical study, a total of 252 valid questionnaires were recovered, and structural equation modeling to verify the hypotheses. The results of the study found that (1) personality traits, emotional stability with strict conscientiousness can predict the expectation factor (2) factors expected value factors that can positively predict with copying and transmission behavior (3) copying transfer behavior can positively predict .
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Chen, Chun-Fang, and 陳春方. "Applying the Expectancy-Value Theory to Explore the Impact of Intelligence on Academic Achievement." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/23311097526760053082.
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碩士臺北市立大學
心理與諮商學系心理與諮商教學碩士學位班
103
The main purpose of this study was to explore the impact of intelligence on academic achievement applying the Expectancy-value theory (EVT), and to examine whether intelligence would affect academic expectancy beliefs and task value, and whether intelligence would affect academic achievement through academic expectancy beliefs and task value. Two subjects: mathematics and Mandarin were explored in this study. To achieve the purpose, two measurement tools: “the questionnaire of expectancy-value in mathematics academic achievement for primary school students” and “the questionnaire of expectancy-value in Mandarin academic achievement for primary school students” were used in this study. Three hundred and five valid questionnaires from one elementary school in Taipei were analyzed. This research also collect scores of Raven’s Standard Progressive Matrices Test, mathematics and Mandarin unified assessment for students. The conclusions of the study were as follows: 1.The expectancy belief, task value, and academic achievement of fifth-grade students have no difference by gender in mathematics but have significant difference in Mandarin by gender. 2.Besides of intrinsic value, intelligence significantly correlated with each factor of expectancy belief, each factor of task value, and academic achievement in mathematics. The intelligence variable has no significant relationship with each factor of expectancy belief, each factor of task value, and academic achievement in Mandarin. The intelligence variable only has significant relationship with intrinsic value and Mandarin academic achievement . 3.Expectancy belief significantly correlated with task value in Mandarin and mathematics. 4.Intelligence and each factor of expectancy belief significantly and positively predicted academic achievement. They can explain more variance in mathematics than in Mandarin. 5.All factors of expectancy belief and some factors of task value have mediation effects between intelligence and academic achievement in mathematics but have no mediation effect in Mandarin. Based on these findings, this study presents some recommendations to parents, educators and future research. Keyword: Expectancy-value theory, Raven’s Standard Progressive Matrices Test, academic achievement. . Keyword: Expectancy-value theory, Raven’s Standard Progressive Matrices Test, academic achievement.
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CHYI, CHEN AN, and 陳安琪. "Effect of Student’s Perceived Value of Leisure Activities on Leisure Attitude- Using Expectancy Theory Perspective." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/47226732249158415344.
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碩士正修科技大學
休閒與運動管理所
102
Abstract The main purpose of this study was to understand the theoretical perspectives to explore the impact in expectations and the impact of the implementation of the new education policy on participation in leisure activities caused by high school students in the ninth grade. Mainly in the years before and after the object implementing the state religion, currently attending high school and enrolled in the first grade junior high ninth-grade students. Purposive sampling survey, select Pingtung County junior and senior high school students of three, two classes of students per school were selected Surveying, questionnaires were distributed and 400 were returned 387 questionnaires, 365 valid questionnaires were. Recycling information SPSS15.0 statistical software package to perform, using descriptive statistics, T test, ANOVA single-factor analysis of variance, Scheffe post hoc comparison and regression analysis to analyze the data. In this study, "expected value, leisure attitudes and behavioral intentions," the three scales as a research tool to explore the impact of the students perceived the value of leisure activities leisure attitudes in order to understand the real impact factors and causality, and then make recommendations. The results showed that:(a) student perception of leisure activities has a positive expected value significant impact on leisure attitude. (b) student perception of leisure activities has a positive expected value significant impact on behavioral intentions.(c) students have positive attitudes towards leisure significant impact on behavioral intentions. The results of empirical research to improve the students 'perception of reward, perceptual, cognitive and emotional dimensions of factors Jieke leisure activities to increase students' behavioral intentions and provide recreational activities for the promotion of students, government or academic institutions in recent years, such as the implementation of education entrance examination the formulation of policy development related personnel policy or as researchers conducted refer to the relevant research. Key words:Expected value, regression analysis, Behavioral intentions
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"The Relationship Between Learning Persistence and Equipment Design Through the Lens of Expectancy-Value Theory." Master's thesis, 2016. http://hdl.handle.net/2286/R.I.38777.
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abstract: Learners' attitudes and beliefs during the initial stages of learning have a profound impact on their future decisions, practice habits, and persistence. In music education, however, surprisingly little research has explored how physical equipment design might influence novices' attitudes and beliefs. The current study addresses this gap by examining how novices' motivation and perception differ based on the physical design of the musical instrument they interact with while learning. Fifty-two adult participants completed an online survey measuring their expectancies (e.g., confidence), value beliefs (e.g., enjoyment, interest, and social merit), and anticipated persistence while attempting to learn the electric guitar. Afterward, participants attempted to learn and perform several beginner-level tasks while using a conventionally designed or ergonomically designed guitar. The conventionally designed guitar was a commercially available model marketed toward beginner and intermediate-level guitarists. In contrast, the ergonomic guitar was a custom model based on expert design recommendations to improve ease of use, comfort, and user experience. Participant learning expectations and values were assessed before and after a one-hour practice session. Results revealed that novices who used the ergonomic guitar reported significant gains in anticipated learning enjoyment. Alternatively, novices who used the conventional guitar exhibited no such change. Beyond this relationship however, the ergonomic guitar was not found to meaningfully affect participants' confidence, interest, physical discomfort, and task difficulty perceptions. Additionally, the ergonomic guitar did not have a statistically significant influence on learning persistence ratings. One important implication extracted from this study is that a single practice session may not provide enough time or experience to affect a novices' attitudes and beliefs toward learning. Future studies may seek to remedy this study limitation by using a longitudinal design or longer practice task trials. Despite this limitation however, this exploratory study highlights the need for researchers, music educators, and instrument manufacturers to carefully consider how the physical design of a musical instrument may impact learning attitudes, choices, and persistence over time. Additionally, this study offers the first attempt at extending the equipment design literature to music education and Expectancy-Value Theory.Dissertation/Thesis
Masters Thesis Applied Psychology 2016
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Yu-Jen, Liu, and 劉又仁. "THE PREDICTION OF PERCEIVED COACHES’BELIEFS TO ADOLESCENT ATHLETES’BELIEFS AND DROP-OUT INTENTION –AN EXPECTANCY-VALUE THEORY APPROACH." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/17143319235201922188.
Full textAbstract:
碩士國立臺灣體育學院
體育研究所
94
There has been a consent finding in family context study for influence of significant others to children’s expectancy and value beliefs and behavior choices. In sports, adolescent athletes’ perceptions of coaches’ beliefs may also influence adolescent athletes beliefs and drop-out intention. In this study, based on Eccles et al’s(1983) expectancy-value theory, we proposed that adolescent athletes’ perception of their coaches’expectancy and value beliefs could predict their intention of drop out of sports. Meanwhile, this prediction was mediated by adolescent athletes’ own expectancy and value beliefs. Results showed that perceived coaches’ beliefs predict adolescent athletes’ drop-out intention, but perceived task value belief was the only significant predictor. It was also found that adolescent athletes’ own beliefs mediated the relationship between perceived coaches’ beliefs and adolescent athletes’ drop-out intention, but task value belief was again the only significant mediator.
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Jheng, Yi-Ting, and 鄭意婷. "To explore the relationship among Patent Expected Value、Patent Application Motivation and Patent Portfolio ayout: Based on the Expectancy Theory." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/8rja7e.
Full textAbstract:
碩士國立屏東科技大學
科技管理研究所
104
The purpose of this study is to explore the relationship among the expected patents value, patenting motives and patent portfolio characteristics based on expectancy theory. The study sample is 122 the government R&D sponsored projects supported by Industrial Technology Development Program responded from 766 questionnaires. We used the PLS partial least squares method to test the hypothesis. The results showed that: 1. The higher the propensity of patent protection motivation, the higher expected patent litigation value and expected patent commercial value. However, when the firm used the patent to protect the innovation, they pay more emphasis on the expected commercial value than the patent litigation value. Besides, when the firms expected more patent commercial value, they would have patent strategy motivation and use patent to improve a company’s own position in negotiations with partners, licensees and the financial sector. 2. Besides, when firms tend to get higher patent litigation value, firms have patent protect motivation not patent strategy motivation. Firms in Taiwan patent is a law issue not a business mean that firms can use litigation to let competitors licensing patented technology or attracting cooperation. 3. No matter what patent protection motivation or patent strategy motivation, the patent motivation would not affect significantly the quality of the patent specification. In Taiwan, firms would pay less attention on patent specification writing and the patent specification cannot effectively protect the patented technology. 4. Finally, when firms tend to have patent strategy motivation, they filed more patents and file then same technology in different countries. Patent applications motives and the expected patent value will affect the characteristics of the patent portfolio.
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Moore, Jessica Leigh. "Expectations, influence and evaluations : examining the impact of language expectancies on compliance and outcome values." Thesis, 2007. http://hdl.handle.net/2152/24327.
Full textAbstract:
“Who says what to whom and of what consequence?” is a fundamentally communicative question. This dissertation provides answers to this question by examining receivers’ expectations about, perceptions of, and responses to, requests for compliance. This dissertation asks: What impact does source credibility have on responses to and evaluations of request for compliance? Do people who receive requests for compliance have different language expectations for high and low credibility sources? If receivers perceive self-benefit from complying with a request, will that affect their responses to or evaluations of the message or message source? To answer these questions, this dissertation responds to the call for studies to extend language expectancy theory by focusing on interpersonal influence attempts; the results herein provide researchers with the opportunity to offer refined specifications when making predictions about social influence outcomes. In addition, this dissertation is novel in that it examines the intersection between language expectancy theory and predicted outcome value theory.text
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Cayton, Peter Julian. "Essays on Non-Gaussian Time Series Analysis." Phd thesis, 2017. http://hdl.handle.net/1885/143571.
Full textAbstract:
This thesis is a compilation of essays on the extension of
financial econometric techniques to various fields of financial
and non-financial risk management-- namely, longevity risk,
disaster risk and food security risk.
First, longevity risk is quantified by proposing a mortality
forecasting methodology based on a modified survival function and
nonparametric residual-based bootstrapping. The parameters of the
survival function are estimated through time and are modelled
with a time series model structure. The estimated model is used
to generate forecasts of parameter values and life expectancy.
Confidence intervals are generated by residual-based
bootstrapping through an autoregressive sieve based on the
estimated model. The methodology is applied to life tables of
male and female subjects from the United States, Australia and
Japan, and compared with the Lee-Carter model in terms of
forecasting life expectancy. From the results for the three
countries, the proposed survival function has better long-term
forecasting performance than does the Lee-Carter model.
Second, a proposed methodology for estimating disaster risk is
devised using bootstrapped multivariate extreme value theory
methods. A disaster risk measure called storm-at-risk is created.
The risk measure can be estimated through semiparametric and
nonparametric approaches and is applied to weather extremes data
generated by typhoons that enter the western North Pacific basin.
Robustness checks on the performance of the approaches are
conducted. The semiparametric approach performs better than the
nonparametric approach in longer periods, but not in smaller
periods.
Third, food security risk is quantified by proposing risk
measures for hierarchical agricultural time series data, which
are generated for national and sub-national levels. The risk
measures are created by a combination of forecast reconciliation
methods for hierarchical time series data and residual-based
bootstrapping methods. The methodology is applied to Philippine
rice production time series data that are collected from the
regions and are aggregated to the macro-regional and national
levels.
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Bull, Peter Allan. "Expectancy-value theory as a tool in resource analysis and management : a study of the motivations of salmon anglers on the Salmonier River /." 1997.
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Asfaw, Etenesh Bekele. "Farmers' collective action and agricultural transformation in Ethiopia." Thesis, 2018. http://hdl.handle.net/10500/26602.
Full textAbstract:
Rural Ethiopia rolled-out a program for the establishment of farmers’ collective action groups known as ‘Farmers’ Development Groups’ (FDGs), in 2007, based on presumed common interest of smallholder farmers. Although the government trusts that FDGs fetch fast and widescale agricultural transformation as part of the participatory agricultural extension system, systematic study and evidence on what motivates smallholder farmers to act collectively, the group dynamics, long term impact and transformative potential of the agricultural extension groups is scarce.
Using the expectancy-value theory in social-psychology, this study explores what drives smallholders to act collectively; their participation level and benefits in groups, particularly for women and the youth; and the extent to which farmers’ groups attain intended agricultural transformation goals of productivity and commercialization. The study collected a mix of qualitative and quantitative data in 2016, through 46 key informant interviews; 8 focus group discussions with farmers, and a survey of randomly selected 120 smallholder farmers (30 percent women) in four sample woredas (districts) of Ethiopia. The findings of the study are drawn through a content analysis, and descriptive and correlation analysis of the qualitative and quantitative data, respectively.
The study findings show that social identity, and not ‘common interest’ motivates smallholder farmers to join and participate in FDGs. The study provides evidence that participation in FDGs enhances smallholder farmers’ adoption and use of agricultural technologies, where 96 and 84 percent of the farmers who received extension messages in the group on crop and livestock production, respectively, applied the message. Consequently, by 2015 more than 85 percent of the survey respondent farmers reported above 10 percent increase in crop and livestock productivity.
Nevertheless, the nature of the incremental changes brought by the collective actions are not transformative, nor sustainable. Extension groups have limited contribution to commercialization of smallholders, where only 20 percent of the FDG members participate in output marketing. More so, FDGs avail limited collective opportunity for the landless youth, and married female farmers in a rural society where difference in power, status and privilege prevail. It also limits deviation of thought among the rural community.
Limited access to inputs and technology; large family size; limited access to farm land; over dependence of the extension system on ‘model’ farmers and public extension agents, and poorly designed sustainability features bound the transformative potential of FDGs.
The study forwards a set of five recommendations to unleash the potential of FDGs: reconsider the group design to be identity congruent; ensure inclusiveness for young and female farmers; empower and motivate voluntary group leaders; encourage collective marketing and; invest in sustainability features of the group.Development Studies
Ph. D. (Development Studies)
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Law, Helen. "Gender and mathematics: pathways to mathematically intensive fields of study in Australia." Phd thesis, 2017. http://hdl.handle.net/1885/125139.
Full textAbstract:
Women in Australia have gone from being under-represented to
being over-represented in university education, but they are
still far less likely than men to engage in mathematically
intensive science fields including engineering, information
technology and the physical sciences. With a rapid growth of
employment opportunities in these fields, women need quantitative
skills to become competitive in technologically and
science-oriented niches of the labour market. The persisting
gender gap in mathematically intensive fields is important also
because it may reinforce the stereotypical belief that males are
naturally more talented in mathematics, abstract thinking and
technical problem solving. The prevalence of such a belief drives
adolescents to aspire to gender-typical occupations and thus
reproduces gender inequality. Given this, there is an urgent need
to systematically examine the extent to which socialisation
influences and educational experiences in adolescence affect the
participation in advanced high school mathematics and
mathematically intensive university qualifications. The key
question to consider is why engagement in advanced mathematics
and cognate disciplines remains so strongly segregated by
gender.
This thesis offers a comprehensive examination of this issue in
Australia by drawing on the theories of gender stratification and
educational psychology. The scope of this examination is broader
than any other Australian study of this issue to date. I adopt a
life course perspective to study the impact of teenage
educational experiences and occupational expectations on the
gender differences in later pursuits of advanced mathematics
subjects in Year 12 and mathematically intensive fields at
university. To achieve this, I use multilevel logistic regression
models to analyse the data from the 2003 cohort of the
Longitudinal Survey of Australian Youth. The data comprise a
nationally representative sample of adolescents who turned 15
around 2003 and entered the labour market in the following
decade.
Occupational expectations are crucial in explaining why boys are
considerably more likely than girls to enrol in advanced
mathematics subjects in Year 12. These expectations, however, are
less influential than the combined effect of self-assessed
mathematical competence of students and their achievement in
mathematics. The gender gap in Year 12 advanced mathematics
enrolment would disappear completely should we succeed in
generating the same levels of self-assessed mathematical
competence and in fostering similar levels of early achievement
in mathematics across both genders. To achieve gender parity in
the choice of a mathematically intensive university major, we
would also have to persuade teenagers of both genders to aspire
to similar careers and have similar confidence in their
mathematical abilities.
Apart from individual micro-social characteristics of students,
single-sex schooling enhances the participation of girls in
advanced high school mathematics and related fields of study at
university. The advantage of all-girls education is evident in
these analyses even after considering the pre-existing
differences between single-sex and coeducational schools in
school resources, teacher quality and the policy of selectivity
in student admissions. These results suggest that all-girls
secondary education provides an environment that somewhat
counters gender stereotypes and fosters mathematically intensive
studies, not only in high school but also at university.