Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject

Gaspard, Hanna; Häfner, Isabelle; Parrisius, Cora; Trautwein, Ulrich; Nagengast, Benjamin

doi:10.1016/j.cedpsych.2016.09.003

Cited by 181 publications

(157 citation statements)

References 70 publications

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“…Based on our EVT framework, we used 23 items originally developed by Gaspard et al (2017) for the school context to ask students about their subjective value of studies. We adapted relevant subscales and items to the university context.…”

Section: Motivationmentioning

confidence: 99%

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

et al. 2020

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The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students' demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.

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Section: Motivationmentioning

confidence: 99%

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

et al. 2020

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“…In addition, we methodologically utilized the same items to measure levels of one's pay, a similar other's pay, and one's deserved pay owing to the requirements of polynomial regression analysis (i.e., measurement commensuration) as well as pay fairness. For scales with such identical item stems, researchers suggest using the correlated uniqueness (CU) model (Gaspard, Häfner, Parrisius, Trautwein, & Nagengast, 2017;Marsh, 1989;Marsh & Hau, 1996;Nagengast, Trautwein, Kelava, & Ludtke, 2013;Schütte, Zimmermann, & Köller, 2017). Empirical studies employing polynomial regression analysis also utilized the CU model to conduct the CFAs (e.g., Schütte et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Equal or equitable pay? Individual differences in pay fairness perceptions

Kim

Wang

Chen³

et al. 2018

Human Resource Management

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This study examined how social comparison (i.e., comparing one's pay to similar others' pay) and deserved comparison (i.e., comparing one's pay to one's deserved pay) affect pay fairness perceptions, and the individual differences in the comparison processes. Results based on a field study with a sample of 167 employees showed pay fairness was low when employees received lower pay than a similar other (or what they deserved), increased as their pay exceeded that of a similar other (or deserved pay) to some extent, and then decreased when overpayment was considerable. Second, pay fairness increased as one's actual and similar others' pay levels both increased while pay fairness remained the same as one's actual and the deserved pay levels both increased. In addition, the “threshold” that people start to perceive overpayment as less fair occurred more quickly for those with higher preference for consistency in social comparison and for those with higher preference for the merit principle in deserved comparison. We also conducted experiments, and the results generally replicated the findings in the field study. These findings offer theoretical implications regarding organizational justice, as well as practical implications for designing and executing a compensation system.

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“…Throughout secondary school, students' motivational beliefs are declining-in particular their utility value beliefs (e.g., Jacobs et al 2002;Gaspard et al 2017). Relevance interventions have yet been shown to be a powerful tool to halt this decrease in motivation and thereby support students' academic interests, behavior, and achievement in real-life classroom settings (for an overview, see e.g., Rosenzweig and Wigfield 2016).…”

Section: Paving the Way For Relevance Interventions To Enter Educatiomentioning

confidence: 99%

Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention

et al. 2020

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Why do some students benefit from interventions and others do not? By investigating the antecedents and effects of students' responsiveness to a classroombased motivation intervention, the current study aims to shed light on the intervention processes that make educational interventions in real-life settings work. Using data from a cluster-randomized controlled experiment with 1916 ninth-grade students, students' responsiveness to two written intervention activities about the personal relevance of mathematics (evaluating quotations or writing a text) was assessed. Based on the hypothesized theory of change, 1280 student essays were coded on three indicators of responsiveness (positive arguments, personal connections, indepth reflections) which were combined into a continuous index. Linear regression analyses showed that students' conscientiousness, gender, math-related motivation, and achievement predicted the responsiveness index. This research highlights the importance of investigating intervention processes in order to optimize the theories and designs of classroom interventions

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Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject

Cited by 181 publications

References 70 publications

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

Equal or equitable pay? Individual differences in pay fairness perceptions

Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation intervention

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