Revisiting the dimensionality of subjective task value: Towards clarification of competing perspectives

Part, Rachel; Perera, Harsha N.; Marchand, Gwen C.; Bernacki, Matthew L.

doi:10.1016/j.cedpsych.2020.101875

Cited by 35 publications

(66 citation statements)

References 78 publications

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“…In order to assess value for college STEM majors, we adapted items by Perez et al (2014), which were originally developed by Eccles and Wigfield (1995). Representation of task value using these items has been revisited in recent methodological work (Part et al, 2020; Appendix). Four items were assigned to each value: (a) attainment value (e.g., “Is the amount of effort it will take to do well in your STEM courses worthwhile to you?”); (b) intrinsic value (e.g., “The concepts and principles taught in my STEM courses are interesting”); and (c) utility value (e.g., “How useful are your STEM courses for what you want to do after you graduate and go to work?”).…”

Section: Methodsmentioning

confidence: 99%

“…More recent studies on the nature of cost have largely confirmed negative associations between costs and academic performance, intention to leave a major, and interest (e.g., Flake et al, 2015; Gaspard et al, 2018; Part et al, 2020; Perez et al, 2014). Among students enrolled in a chemistry course, Perez et al (2014) examined how competency belief and task values predict chemistry performance and intentions to leave STEM over time by collecting four waves of data.…”

Section: Introductionmentioning

confidence: 99%

“…Those who study dimensions of cost more precisely (e.g., Flake et al, 2015; Gaspard et al, 2018; Perez et al, 2014) vary their measurement, observing the effort, opportunity, and psychological cost dimensions, and occasionally including additional dimensions of “other” cost as well (Flake et al, 2015). Recent efforts have been made to observe how undergraduates perceive specific values and specific costs as they learn in science courses (Hong et al, 2020; Part et al, 2020; Perez, Dai, et al, 2019; Robinson et al, 2019). These studies confirmed that students discriminated specific forms of cost, and that a model assessing attainment, intrinsic, and utility value as well as effort, opportunity, and psychological cost (i.e., the measurement approach undertaken by Perez et al, 2014; described above) best fit the perceptions of task value endorsed by undergraduate science learners (Part et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Recent efforts have been made to observe how undergraduates perceive specific values and specific costs as they learn in science courses (Hong et al, 2020; Part et al, 2020; Perez, Dai, et al, 2019; Robinson et al, 2019). These studies confirmed that students discriminated specific forms of cost, and that a model assessing attainment, intrinsic, and utility value as well as effort, opportunity, and psychological cost (i.e., the measurement approach undertaken by Perez et al, 2014; described above) best fit the perceptions of task value endorsed by undergraduate science learners (Part et al, 2020). In some instances, nuanced relations have been observed where specific costs have even been observed to positively predict outcomes for some individuals (Perez, Dai, et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Initial and evolving perceptions of value and cost of engaging in undergraduate science course work and effects on achievement and persistence.

Hong¹,

Bernacki²

2022

Journal of Educational Psychology

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Undergraduates often report problematic perceptions of low value and high cost in their initial science courses. These beliefs often predict poor performance and retention, and also strengthen over time. Few studies have examined how profiles of value and cost beliefs emerge, and fewer track students' transitions across profiles over a course and their implications for learning outcomes. We observed undergraduates' value and cost perceptions for a science course at the beginning, middle, and end of a semester; fit latent profiles and latent transitions; and examined both how students' demographics predicted profile membership and transition membership, and how such membership predicted achievement and intentions to continue in one's major. Value-oriented, cost-oriented, and moderately-motivated profiles consistently emerged across time points, and 32% of students transitioned across them within the semester. Trends included stable, upward (with rising value to cost balance), downward, and fluctuating perceptions. Demographic characteristics predicted profile membership and transition likelihood. Stable value-oriented and upward transition profiles outperformed stable cost-oriented and downward transition profiles. Members of stable and increasingly cost-oriented profiles expressed stronger intentions to leave their STEM programs. Findings align to expectancy-value theory and indicate that initial and periodic surveying may be important to monitor perceptions known to impact achievement and retention. Value and cost interventions may be useful to encourage perceptions and transitions associated with positive outcomes. Educational Impact and Implications StatementStudents' perceptions of the value and costs of their course work are known to predict their achievement and influence their intention to abandon their pursuit of a STEM degree. Students' motivations are also known to change over time. We examined undergraduate science learners' motivations at the beginning, middle, and end of the semester, then established three initial profiles (moderately motivated, cost-oriented, value-oriented) and students' alignment to them at each time point. Students (32%) transitioned in ways we classified as toward stronger value, toward stronger cost, or fluctuating over time. Women, older students, and those from racial groups underrepresented in STEM tended to be value oriented, and students who stably endorsed or transitioned into this profile performed better in the course and expressed the least interest in leaving their major. The opposite was true for those in cost-oriented profiles.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Initial and evolving perceptions of value and cost of engaging in undergraduate science course work and effects on achievement and persistence.

Hong¹,

Bernacki²

2022

Journal of Educational Psychology

Self Cite

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show abstract

“…Contingent on the acceptable fit of the B-ESEM model in each sample, the invariance of the ETS data was examined. These multiple-group invariance tests were conducted per Millsap and Yun-Tein's (2004) taxonomy of invariance tests for models based on ordinal data adapted for ESEM and bifactor extensions (see, e.g., Part, Perera, Marchand, & Bernacki, 2020;Perera et al, 2015). This involves the additive and sequential testing of configural invariance and the invariance of item loadings, thresholds, 4 uniquenesses, factor variances-covariances, and factor means (Perera et al, 2015).…”

Section: Statistical Analysesmentioning

confidence: 99%

A multidimensional, person‐centred perspective on teacher engagement: Evidence from Canadian and Australian teachers

Perera

Yerdelen

McIlveen

et al. 2021

Brit J of Edu Psychol

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Background. Hitherto, little work has examined the proposition that teachers may simultaneously invest varying degrees of their energetic resources in the teaching and learning environment.Aims. Drawing on a multidimensional, person-centred perspective, the study aimed to identify profiles of teacher engagement, reflecting distinct configurations of teachers' energetic investments, and their generalizability across Canadian and Australian teachers. Additionally, we examined teachers' self-efficacy beliefs as predictors of engagement profile membership and the cross-country generalizability of these relations. We also examined emotional exhaustion (EE) and job satisfaction (JS) as outcomes of profile membership in Canadian and Australian teachers, respectively.Samples. The samples comprised 586 Canadian and 595 Australian teachers.Methods. Data on teachers' multidimensional engagement and teacher self-efficacy were collected in both the Canadian and Australian samples. Additionally, data on Canadian teachers' burnout and Australian teachers' job satisfaction were collected.Results. Latent profile analyses revealed three engagement profiles, representing distinct configurations of teachers' multidimensional energetic investments, which were found to mostly generalize. Additionally, self-efficacy beliefs were found to predict the likelihood of engagement profile membership equally in Canadian and Australian teachers, and EE in Canadian teachers and JS in Australian teachers were found to differ significantly across the profiles.Conclusions. The results of the study constitute among the first evidence that teachers may be differentially engaged in the teaching environment with respect to their distinct energetic investments, and such differential profiles of engagement have differential implications for well-being-related outcomes and can be predicted by their teaching capability beliefs.

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“Why are we learning this?!” — Investigating students’ subjective study values across different disciplines

Breetzke,

Özbagci,

Bohndick

2023

High Educ

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Differences between academic disciplines have been a well-studied theme in higher education research. But even though students’ subjective study values are a key factor for successful studying, research examining their disciplinary differences in the higher education context is lacking. To address this, this study draws on expectancy-value theory, investigates students’ subjective study values across nine different disciplines, and analyses its discipline-specific relation to study success. For this, we used a large-scale data sample of N = 6.321 university students from the German National Educational Panel Study. Subjective study values were assessed in terms of intrinsic values, utility values, attainment values, and costs, while study success was captured by students’ grade and dropout intention. Data were analysed through multi-group structural equation modelling. Our findings suggest that (1) students’ subjective study values differ markedly across academic disciplines and (2) study disciplines moderate the relation between study values and study success. On a research level, our findings contribute to a more differentiated view on subjective study values in the higher education context. On a practical level, our findings can help to uncover motivational problems of students from different disciplines, which might ultimately help to reduce dropouts and improve grades.

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Revisiting the dimensionality of subjective task value: Towards clarification of competing perspectives

Cited by 35 publications

References 78 publications

Initial and evolving perceptions of value and cost of engaging in undergraduate science course work and effects on achievement and persistence.

Initial and evolving perceptions of value and cost of engaging in undergraduate science course work and effects on achievement and persistence.

A multidimensional, person‐centred perspective on teacher engagement: Evidence from Canadian and Australian teachers

“Why are we learning this?!” — Investigating students’ subjective study values across different disciplines

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