Assessing students' values and costs in three countries: Gender and age differences within countries and structural differences across countries

Gaspard, Hanna; Jiang, Yi; Piesch, Heide; Nagengast, Benjamin; Jia, Ning; Lee, Jeesoo; Bong, Mimi

doi:10.1016/j.lindif.2020.101836

Cited by 17 publications

(16 citation statements)

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“…Reducing the value of mathematics offers a degree of self-protection against failure (somewhat similar to the mechanism we proposed for anxiety). Put simply, the cost of maintaining high value is potentially too damaging to one's self-worth (see Gaspard et al, 2020;Jiang et al, 2018Jiang et al, , 2020. From this perspective, both anxiety and value are outcomes of control appraisals, hence the path from T 1 value to T 2 anxiety was small and not statistically significant.…”

Section: Discussionmentioning

confidence: 99%

Anxiety in the mathematics classroom: reciprocal relations with control and value, and relations with subsequent achievement

Putwain

Wood

2022

ZDM Mathematics Education

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Students’ attitudes can be influential in the emotions experienced in mathematics learning and achievement at school. Two important judgements, according to Control-Value Theory are degree of control a student has over, and the value attached to, learning activities or outcomes. Appraisals of control and value are believed to play a central role in the emotions experienced when learning, and subsequent achievement. Achievement, in turn, can strengthen or weaken control-value appraisals. In the present study we set out to examine the bidirectional relations between control-value appraisals and a key emotion experienced in the mathematics classroom, namely anxiety. In addition, we tested the proposition that control-value appraisals are indirectly linked to achievement, mediated by classroom-related anxiety. The participants were 1242 Year 5 students (49% female), with a mean of 9.3 years, from 24 English primary schools. Self-report data for anxiety, and control-value appraisals, were collected over two waves (separated by seven months) and mathematics achievement collected from a classroom test one week later. Results from a structural equation model showed bidirectional relations between higher anxiety and lower control. Although anxiety predicted lower value, value was unrelated to subsequent anxiety. Higher control at the first wave of measurement was related to higher mathematics achievement, mediated by lower anxiety, at the second wave. These results underscore the importance of reducing anxiety when learning mathematics and suggest that intervention could achieve this outcome by reducing anxiety directly or by strengthening control.

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Section: Discussionmentioning

confidence: 99%

Anxiety in the mathematics classroom: reciprocal relations with control and value, and relations with subsequent achievement

Putwain

Wood

2022

ZDM Mathematics Education

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“…Their trait-like competence beliefs were measured with four items (e.g., "I am good at math"; e.g., Marsh et al, 2005). Students' trait-like value beliefs were measured with Gaspard et al's (2015) scale, which was consequently refined in several studies (Gaspard et al, 2017(Gaspard et al, , 2020 and slightly shortened for use in this study. The instrument allowed us to differentiate between students' importance (i.e., analogous to the situation-specific measures, the utility and attainment dimensions were collapsed into one factor; based on 18 items; e.g., "It is important to me to be good at math"), their intrinsic value (three items; e.g., "Math is fun to me"), and their subjective cost (nine items; e.g., "Doing math makes me really nervous").…”

Section: Covariatesmentioning

confidence: 99%

The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.

Parrisius¹,

Gaspard²,

Zitzmann³

et al. 2022

Journal of Educational Psychology

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“…Prior cross-cultural research has found cultural influences on expectancies and subjective task values (for reviews, see Tonks et al, 2018; Wigfield et al, 2004). In general, the factor structure of expectancies and subjective task values tends to be consistent across countries (Gaspard et al, 2020; Guo et al, 2017; Tonks et al, 2018). A universal decline in expectancies and task values across grade levels tends to be observed (Scherrer & Preckel, 2019; Wigfield et al, 2015).…”

Section: The Country As the Situation: Sevt-achievement Associations ...mentioning

confidence: 99%

Situating Expectancies and Subjective Task Values Across Grade Levels, Domains, and Countries: A Network Approach

Tang

Lee²,

Wan

et al. 2022

AERA Open

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In their recently renamed theory, situated expectancy-value theory (SEVT), Eccles and Wigfield (2020) emphasized the importance of situations in influencing individuals’ motivational beliefs and academic choices. Adopting a novel approach—network analysis—this study aimed to examine how situations may impact the associations among expectancies, subjective task values, and achievement from a holistic perspective. In this study, situations were operationalized as grade levels (i.e., 6th –9th grade), subject domains (i.e., language arts and math), and countries (i.e., Finland and Germany). Adolescents from Finland (N = 4,062) and Germany (N = 449) were included in the study. Results showed that, overall, the networks are mostly subject bound, yearly varied, and country specific, supporting the situative nature of SEVT. We also found that expectancies were consistently the closest motivational beliefs to achievement, whereas utility values were the least close, implying that expectancies, not utility, might be the most desirable intervention targets for achievement improvement.

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Assessing students' values and costs in three countries: Gender and age differences within countries and structural differences across countries

Cited by 17 publications

References 50 publications

Anxiety in the mathematics classroom: reciprocal relations with control and value, and relations with subsequent achievement

Anxiety in the mathematics classroom: reciprocal relations with control and value, and relations with subsequent achievement

The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.

Situating Expectancies and Subjective Task Values Across Grade Levels, Domains, and Countries: A Network Approach

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