Course-Specific Motivated Learning and Outcomes: The Role of the Perceived Task Value of Course-Specific Assignments

Ling-yee, Esther Li

doi:10.1080/08975930.2011.615674

Cited by 2 publications

(2 citation statements)

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“…For many students, assignments whose content does not obviously relate to their long-term goals may be viewed as irrelevant, reducing the likelihood of student engagement in the project and, potentially, perceived learning (Ling-yee, 2011). For example, Ling-yee had business undergraduates complete measures of subject-related self-efficacy, learning strategies (deep vs. surface), and perceived project outcomes (perceived learning and desire to learn more about the subject matter).…”

Section: Undergraduates’ Understanding Of Sblosmentioning

confidence: 99%

“…Ling-yee’s (2011) conclusions included the importance of making students explicitly aware of the personal significance of course-based assignments (e.g., the extent to which they can help in promoting career-relevant skills). A separate study carried out with engineering students supports this idea and further suggests that doing so need not be onerous for instructors (Hagerty & Rockaway, 2012).…”

Section: Undergraduates’ Understanding Of Sblosmentioning

confidence: 99%

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Psychology Students’ Understanding of the Skill-Based Learning Fostered Through University Assignments

Martini

Rail

Norton

2015

Teaching of Psychology

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We examined first-year psychology majors' (N ¼ 195) beliefs about the relevance of two types of university assignments (individual essay and group wiki) and their connection to the development of career-related skills. Students reported that assignments were only somewhat relevant to their career goals, and relevance ratings were typically justified by referring to assignment features (content and type) rather than skill development. Our results suggest that it is important for faculty to be explicit with students-particularly those in the early stages of their degree-about the career-related skills that their coursebased activities are intended to foster.

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Section: Undergraduates’ Understanding Of Sblosmentioning

confidence: 99%

Section: Undergraduates’ Understanding Of Sblosmentioning

confidence: 99%

Psychology Students’ Understanding of the Skill-Based Learning Fostered Through University Assignments

Martini

Rail

Norton

2015

Teaching of Psychology

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Teaching Real-World Political Economy: Simulating a WTO Negotiation

Steagall

Jares

Gallo

2012

Journal of Teaching in International Business

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If free trade is a no-brainer, why isn't trade free?" Students often express such sentiments at the conclusion of a typical international trade course, during which they have learned that free trade is optimal, but that countries continue to restrict trade substantially. This article describes a simulation of a round of trade liberalization under the auspices of the World Trade Organization (WTO). The simulation differs from others in the literature in that it represents a substantial component of the course, but it is not the course's focal point. Because the simulation has proven beneficial to students, the article attempts to provide a blueprint that will enable other professors to implement the project with minimal start-up costs.

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Course-Specific Motivated Learning and Outcomes: The Role of the Perceived Task Value of Course-Specific Assignments

Cited by 2 publications

References 44 publications

Psychology Students’ Understanding of the Skill-Based Learning Fostered Through University Assignments

Psychology Students’ Understanding of the Skill-Based Learning Fostered Through University Assignments

Teaching Real-World Political Economy: Simulating a WTO Negotiation

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