Understanding the academic motivations of students with a history of reading difficulty: An expectancy-value-cost approach

Bergey, Bradley W.; Parrila, Rauno; Deacon, S. Hélène

doi:10.1016/j.lindif.2018.06.008

Cited by 47 publications

(33 citation statements)

References 60 publications

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“…Expectancy-value theory (Eccles, 1983(Eccles, , 2009) is one of the most influential frameworks for understanding student motivation and how it affects choices and achievement in academic settings (Bergey et al, 2018;Gaspard et al, 2019). This model suggests that students' choices, persistence, and academic performance can be explained by their beliefs about their capacities to successfully perform a task, as well as by the extent to which they subjectively value the activity in hand (Eccles, 1983(Eccles, , 2009.…”

Section: On Students' Expectancy-value Motivationmentioning

confidence: 99%

“…This model suggests that students' choices, persistence, and academic performance can be explained by their beliefs about their capacities to successfully perform a task, as well as by the extent to which they subjectively value the activity in hand (Eccles, 1983(Eccles, , 2009. Thus, the more capable students perceive themselves, expect to be successful and value the task, the more likely they are to choose to engage and persist in the activity, and also to achieve better outcomes (Bergey et al, 2018).…”

Section: On Students' Expectancy-value Motivationmentioning

confidence: 99%

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Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency

Ruiz-Alfonso

León

Vega

et al. 2020

Psicología Educativa

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Identifying teaching-related behaviors that prevail on students' optimal functioning has been a relevant research topic in recent years (Stroet et al., 2015a; Trautwein et al., 2015). Improving students' learning is a widespread educational concern, and previous literature has shown that teaching quality plays a key role enhancing students' learning and outcomes (Wallace et al., 2016). In this regard, previous studies have consistently shown what teachers do in the classroom meaningfully influence students' learning, and that having effective teachers eases students to reach their full potential (Maulana et al., 2015; Torrijos et al., 2018). However, there is a lack of sufficient literature regarding the specific behaviors of math teachers that impact on students' performance (Rimm-Kaufman et al., 2014). This deserves special attention for secondary education, since math abilities play a direct role in students' competences to be successful in school (Gaspard, 2015; Kosovich et al., 2015) and affect students' future academic and professional performance (Seaton et al., 2014). Moreover, at secondary education stage, students' interest in school usually lessens, and their math achievement gets significantly worse (Kiemer et al., 2015). This highlights the necessity of better knowing how

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Section: On Students' Expectancy-value Motivationmentioning

confidence: 99%

Section: On Students' Expectancy-value Motivationmentioning

confidence: 99%

Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency

Ruiz-Alfonso

León

Vega

et al. 2020

Psicología Educativa

View full text Add to dashboard Cite

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“…Four types of costs were assessed using scales developed by Flake et al (2015). Prior research has found costs scales to demonstrate sound psychometric properties with undergraduate populations (Bergey et al, 2018;Flake et al, 2015). Cost scales were developed using a review of literature, expert review, focus group interviews, and a structural validation phase (see Flake et al, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…Recent theoretical and empirical research has advanced the conceptualization of cost and its relation to performance and persistence within EVT (Andersen & Ward, 2014;Bergey, Parrila, & Deacon, 2018;Chiang, Byrd, & Molin, 2011;Conley, 2012;Flake, Barron, Hulleman, McCoach, & Welsh, 2015;Gaspard et al, 2015;Johnson & Safavian, 2016;Luttrell et al, 2010;Perez, Cromley, & Kaplan, 2014;Watkinson, Dwyer, & Nielsen, 2005). Although the research base on costs is rapidly expanding, extant literature converges around the perception that costs are multidimensional and can manifest in unique ways depending on the context.…”

Section: Expectancy-value Theory and Fit-choice Modelmentioning

confidence: 99%

The conceptualization of costs and barriers of a teaching career among Latino preservice teachers

Bergey

Ranellucci

Kaplan

2019

Contemporary Educational Psychology

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We investigated the perceived costs and barriers of a teaching career among Latino preservice teachers and how these men conceptualized costs relative to their race-ethnic identity, gender identity, and planned persistence in the profession from an expectancy-value perspective. We used a mixed-method approach that included a content analysis of open-ended survey responses to identify salient costs and barriers and non-metric multidimensional scaling (MDS) of participants' responses to quantitative scales to capture phenomenological meaning of perceived costs, collective identity constructs, and planned persistence in the profession. Participants identified a range of drawbacks and barriers of a teaching career including concerns about job demands, work conditions, teacher preparation demands, emotional costs, social status, and salary, among other concerns. The MDS map for the whole sample suggested race-ethnic and gender identity were closely associated with status, salary, and morale; maps also provided insight into phenomenological meanings of different types of costs and cost measures. MDS maps for individual students demonstrated substantial diversity in individual meanings that are lost in group-level analyses. Results are discussed with attention to theoretical and practical implications for understanding and supporting men of color entering the teaching profession.The United States teaching workforce is mostly white, female, and monolingualdemographics fail to reflect the increasing racial diversity of the student body. As of 2016, approximately 80 percent of all public school teachers were non-Hispanic White and 77% were women (Taie & Goldring, 2018). At the nexus of both gender and racial trends, male teachers of color are particularly underrepresented. Even in racially and ethnically diverse regions such as New York City, the context of the current study, men of color constitute less than 9% of teachers, while boys of color constitute 43% of the student population (NYC Men Teach).

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“…Temuan tersebut terjadi baik pada kelompok mahasiswa baru dengan kesulitan membaca maupun yang tidak. (Bergey, Parrila, & Deacon, 2018).…”

Section: B Expectancyunclassified

Menumbuhkan Motivasi Belajar Dari Aspek Value, Expectancy dan Self Regulated Learning

Tahmidatien¹,

Krismanto

2019

Publikan

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ABSTRAKKajian ini bertujuan untuk mengulas tentang: 1) bagaimanakah aspek Value, Expectancy dan Self Regulation pada konsep motivasi?, 2) bagaimana strategi menumbuhkan Value dan Expectancy positif serta kemampuan Self Regulated Learning pada siswa?. Metode yang digunakan adalah studi pustaka dari berbagai buku dan jurnal ilmiah. Membahas tentang motivasi, maka ada dua konsep yang penting yaitu value dan ekspektasi, yang kemudian oleh Eccles dan Wigfild diistilahkan dengan Expectancy-Value Model. Value yaitu nilai subyektif terhadap tujuan yang ingin dicapai, dengan kata lain value mengacu pada sejauh mana seseorang peduli atau menghargai tugas yang ada. Dengan demikian seberapa keras siswa belajar akan dipengaruhi oleh value yang mereka miliki atas tujuan yang telah mereka tetapkan. Agar termotivasi dalam mengejar tujuan belajar, siswa juga harus memegang harapan terhadap hasil belajar yang positif (Expectancy), yaitu harapan untuk keberhasilan mencapai tujuan. Ekspektasi atau harapan dapat memberikan pengaruh yang kuat pada motivasi siswa. Seberapa keras siswa belajar sangat bergantung pada seberapa besar harapan yang ingin mereka capai. Harapan terhadap hasil juga mencerminkan keyakinan bahwa tindakan spesifik yang dilakukannya akan membawa hasil yang diinginkan. Harapan positif akan terhubung/terkait dengan perilaku siswa dan berujung pada hasil positif yang diinginkan. Lingkungan belajar yang dekat dengan penggunaan teknologi (digital) juga menuntut keterlibatan diri karena minimnya bimbingan dan dukungan terstruktur dan intensif sepanjang proses pembelajaran berlangsung. Untuk mendorong pembelajaran yang efektif pada lingkungan seperti itu, siswa harus dilatih dalam menguasai strategi self regulation. Secara umum, self regulation dapat menjelaskan proses pembelajaran siswa dan keberhasilan mereka di kelas. Ketika siswa termotivasi untuk belajar, mereka cenderung lebih menginvestasikan waktu dan energi yang diperlukan untuk belajar dan menerapkan keterampilan self regulation yang sesuai. Maka menjadi tantangan bagi para pendidik saat ini untuk menumbuhkan value dan Expectancy yang positif pada siswa serta meningkatkan kemampuan self regulated learning mereka agar termotivasi mencapai tujuan belajar yang dinginkan. Kata kunci: Expectancy-Value Model; self regulated learning; menumbuhkan motivasi PENDAHULUANGenerasi digital native sangat dekat dengan lingkungan belajar berteknologi yang memungkinkan mereka bisa belajar kapanpun, dimanapun dengan berbagai media dan sumber belajar. Hal ini difasilitasi oleh berbagai piranti teknologi yang dimanfaatkan untuk belajar. Kondisi tersebut memberikan kesempatan bagi generasi digital native untuk belajar lebih cepat, lebih luas dan mendalam. Namun demikian mereka juga dihadapkan pada tantangan penguasaan strategi belajar yang berbeda dengan generasi sebelumnya, sebab kontrol belajar berangsur-angsur berpindah dari kontrol pendidik kepada diri mereka sendiri. Hal ini menyebabkan pula proses belajar yang mereka ikuti sangat menuntut keterlibatan diri yang tinggi. Selain i...

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Understanding the academic motivations of students with a history of reading difficulty: An expectancy-value-cost approach

Cited by 47 publications

References 60 publications

Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency

Teaching Quality: Relationships between Students’ Motivation, Effort Regulation, Future Interest, and Connection Frequency

The conceptualization of costs and barriers of a teaching career among Latino preservice teachers

Menumbuhkan Motivasi Belajar Dari Aspek Value, Expectancy dan Self Regulated Learning

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