Interrelations among expectancies, task values, and perceived costs in undergraduate biology achievement

Investigating underrepresented and first‐generation college students' science and math motivational beliefs: A nationally representative study using latent profile analysis

“…In line with other recent studies of students' motivational beliefs (e.g., Andersen & Chen, 2016;Linnenbrink-Garcia et al, 2018;Perez, Dai, et al, 2019;Perez, Wormington, et al, 2019;Robinson et al, 2018), we used latent profile analysis (LPA) to answer the research questions. As with latent class analysis, LPA is a person-centered approach (Bergman & Trost, 2006;Collins & Lanza, 2010) and a form of mixture modeling that tests the fit and significance of a certain number of types or latent profiles among individuals within a data set (Goodman, 2002).…”

Combined cognitive–motivational modules delivered via an LMS increase undergraduate biology grades.

“…Drawing on self-efficacy theory (Bandura, 1997) and expectancy-value theory (Wigfield & Eccles, 2000), numerous studies have pointed to students' selfefficacy and expectations of succeeding in the academic task, and their valuing of the task, as contributing to choice of an academic major, persistence in the face of difficulties, and achievement. In addition, recent research has also supported the role of noneconomic perceived costs associated with a task (e.g., effort and psychological drawbacks) on students' intentions to drop out of undergraduate STEM majors (Perez et al, 2014(Perez et al, , 2019. Whereas motivational interventions have been relatively uncommon in the literature (Harackiewicz & Priniski, 2018;Rosenzweig & Wigfield, 2016), research points to the promise of interventions that focus on enhancing students' competence beliefs, or self-efficacy (Schunk & DiBenedetto, 2016), and to those aiming to increase students' task value through relevance writing-asking students to write brief statements about the relevance of course content to their lives (Harackiewicz & Priniski, 2018;National Academies of Sciences, Engineering, and Medicine, 2017).…”

The why and what of academic goals, their perceived value, and relation to academic goal pursuit

“…area (Gaspard et al, 2018;Hagemeier & Murawski, 2014;Lauermann, Tsai, & Eccles, 2017;Perez, Cromley, & Kaplan, 2014;Perez et al, 2019;Robinson et al, 2019;Simons, Dewitte, & Lens, 2003;Tulis & Fulmer, 2013;Wang, Degol, & Ye, 2015;Wu & Fan, 2017).…”

“…On the other hand, the findings that higher interest or utility value are not necessarily associated with more studying efforts was not consistent with the study hypotheses. Previous research has demonstrated that there are associations between interest and utility values and persistence, grades, and continued pursuit of the academic subject within education and as a career (Gaspard et al, 2018;Perez et al, 2014Perez et al, , 2019Robinson et al, 2019;Simons et al, 2003;Tulis & Fulmer, 2013;Wu & Fan, 2017). Previous research does not often examine the relationship between outcomes and all three components (interest, attainment, utility) of subjective task value within one model and they are often combined to form a "subjective value" construct.…”

“…That said, weaker associations have been observed between utility value and grades than other subjective values (Gaspard et al, 2018;Perez et al, 2019;Robinson et al, 2019). Utility value signals the value of academic tasks for everyday use and for longer term goals, and is more strongly associated with more motivational conflict and weaker self-control than interest value (Galla, Amemiya, & Wang, 2018).…”