Measuring Students' Subjective Task Values Related to the Post-Undergraduate Career Search

Brunhaver, Samantha Ruth; Carrico, Cheryl; Matusovich, Holly M.; Sama, Mitikaa; Abhyankar, Rohini; Streveler, Ruth A.; Sheppard, Sheri

doi:10.18260/1-2--28657

Cited by 3 publications

(4 citation statements)

References 19 publications

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“…We need to further explore how the language we use might impact students' responses. Our findings are consistent with prior research that suggests the task value constructs of EVT can be difficult for students to distinguish between, particularly when the task is not well defined [13], [19], [20].…”

Section: Lessons Learnedsupporting

confidence: 90%

“…We leveraged the Expectancy Value Theory (EVT) of Achievement Motivation [12]. Originally developed to understand young women's career choices related to science, technology, and math [13]- [17], EVT has since been used increasingly to study students' career choices, [13], [18], motivation [19], and overall perceptions of engineering education [20].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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A Failed Attempt to Develop a Measure of Engineering Students’ Subjective Task-value for Diversity and Inclusion in Engineering

Taylor¹,

Lee²,

Lutz³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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is a doctoral candidate in engineering education at Virginia Polytechnic and State University, where she also serves as a program assistant for the Center for Enhancement of Engineering Diversity and an advisor for international senior design projects in the Department of Mechanical Engineering. Ashley received her MS in Mechanical Engineering, MPH in Public Health Education, and BS in Mechanical Engineering from Virginia Tech. Her research interests include access to higher education, broadening participation in engineering, the integration of engineering education and international development, and building capacity in low and middle income countries through inclusive engineering education.

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Section: Lessons Learnedsupporting

confidence: 90%

Section: Theoretical Frameworkmentioning

confidence: 99%

A Failed Attempt to Develop a Measure of Engineering Students’ Subjective Task-value for Diversity and Inclusion in Engineering

Taylor¹,

Lee²,

Lutz³

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

show abstract

“…Two studies, for instance, focused only on developing and validating items related to the STV dimensions of the EVT model. In a study conducted on a group of postundergraduate students from six institutions in the United States (Brunhaver et al, 2017), a 15-item instrument to measure the STV components of the EVT model was developed. The exploratory factor analyses (EFAs) and confirmatory factor analyses (CFAs) indicated a three-factor solution, which corresponded to the elements of attainment value, intrinsic value and cost.…”

Section: Rationale and Aims Of The Present Researchmentioning

confidence: 99%

Development and validation of an instrument to measure expectancy for success and subjective task value constructs in the context of higher education

2024

JALT

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Given the relevance of the Expectancy Value Theory in the context of higher education, the aim of this study was to develop and validate an instrument to measure the constructs within this framework at the higher education level. Undergraduate students (n = 565) from one of the largest private higher education institutions in Singapore were surveyed online using two versions (a 20-item and a 16-item version) of the Expectancies and Values in Higher Education Instrument (EVHEI). Exploratory factor analyses using a subsample of the cohort yielded two alternative versions of the instrument (a five-factor and a four-factor version). Both were subsequently validated using confirmatory factor analysis on data from the other subsample. The study results suggest that the EVHEI holds considerable promise for measuring motivationrelated constructs at the higher education level.

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“…In the following section, students will be asked about their career plans post-graduation [28]- [30]. They will then respond to a series of items related to the four constructs described in conceptual framework (personal skill development, peer/employer networks, socialization, and career planning) leading to their career choice certainty and confidence in job preparation.…”

Section: Survey Measuresmentioning

confidence: 99%

Work in Progress: Survey Development of the Influence of Engineering Students’ Extracurricular Involvement on Career Aspirations and Professional Development

Johnson

Main

2020 ASEE Virtual Annual Conference Content Access Proceedings

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This work in progress paper presents the design of a study developed to identify the influence of engineering students' extracurricular involvement on their career aspirations and professional development. This study investigates how students' extracurricular involvement influences their career certainty and confidence in job preparation, with emphasis on examining the types of involvement and specific aspects of involvement that lead to these outcomes. The study will be conducted longitudinally over three years with undergraduate engineering students at a single institution to examine the influence of extracurricular involvement over time and the pathways students pursue through undergraduate engineering in relation to their career goals. Research findings extend the literature by providing a longitudinal examination of how students' involvement and career aspirations evolve over their undergraduate years, providing opportunities to identify mechanisms of influence and potential causal effects. This research extends the literature by connecting student organization involvement to career aspirations and preparation, offering university stakeholders information to develop interventions to help students in their transition to the workforce.

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Measuring Students' Subjective Task Values Related to the Post-Undergraduate Career Search

Cited by 3 publications

References 19 publications

A Failed Attempt to Develop a Measure of Engineering Students’ Subjective Task-value for Diversity and Inclusion in Engineering

A Failed Attempt to Develop a Measure of Engineering Students’ Subjective Task-value for Diversity and Inclusion in Engineering

Development and validation of an instrument to measure expectancy for success and subjective task value constructs in the context of higher education

Work in Progress: Survey Development of the Influence of Engineering Students’ Extracurricular Involvement on Career Aspirations and Professional Development

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