Who Took the “×” out of Expectancy-Value Theory?

Nagengast, Benjamin; Marsh, Herbert W.; Scalas, Laura Francesca; Xu, Mingzhi; Hau, Kit‐Tai; Trautwein, Ulrich

doi:10.1177/0956797611415540

Cited by 332 publications

(155 citation statements)

References 29 publications

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“…Methodologically, it is difficult to detect interaction effects in non-experimental designs Marsh, et al, 2013;Nagengast, et al, 2011;Trautwein et al, 2012; also see Appendix A in the Supplemental Materials for BREAKING THE DOUBLE-EDGED SWORD 17 more details). For the present purposes three interaction effects-one each for Waves 1-3-were constructed, based on latent ASC and effort factors and using the latent moderated structural equations (LMS) approach (Klein & Moosbrugger, 2000; incorporated into Mplus.…”

Section: Latent Interactionsmentioning

confidence: 99%

Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.

Marsh

Pekrun²,

Lichtenfeld³

et al. 2016

Developmental Psychology

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2016)'Breaking the double-edged sword of e ort/trying hard : developmental equilibrium and longitudinal relations among e ort, achievement, and academic self-concept.', Developmental psychology., 52 (8). pp. 1273-1290. Further information on publisher's website:https://doi.org/10.1037/dev0000146Publisher's copyright statement:c 2016 APA, all rights reserved. This article may not exactly replicate the nal version published in the APA journal. It is not the copy of record.Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. controlling for the prior effects of all others. There was an asymmetrical pattern of effects for effort that is consistent with the double-edged sword premise: prior school grades had positive effects on subsequent effort, but prior effort had non-significant or negative effects on subsequent grades and ASC. However, on the basis of a synergistic application of new theory and methodology, we predicted and found a significant ASC-by-effort interaction, such that prior effort had more positive effects on subsequent ASC and school grades when prior ASC was high-thus providing a key to breaking the double-edged sword.Keywords: academic effort, academic self-concept, double-edged sword, reciprocal effects models, developmental equilibrium; multigroup longitudinal invariance BREAKING THE DOUBLE-EDGED SWORD 3 Breaking the Double-Edged Sword of Effort/Trying Hard: Developmental Equilibrium andLongitudinal Relations Among Effort, Achievement, and Academic Self-ConceptOur focus is on a longitudinal reciprocal effects model (REM) of the temporal ordering of academic effort, achievement, and academic self-concept (ASC) over the potentially volatile early-to-middle adolescent period. In pursuit of this aim, we introduce a developmental equilibrium hypothesis that posits the consistency of related effects over early-to-middle adolescence, and test it on the basis of longitudinal data.More specifically, in relation to a priori predictions, we formally test developmental equilibrium as the invariance of effects across four waves of data, providing a formal test of the hypothesis that the self-system attains a developmental balance. For the present purposes we focus specifically on the school subject domain of mathematics, which was the basis of the secondary database that we used, noting that the math domain is relevant as an important school subject, and also because of the related psychological processes we are studying, in that effort is likely to be needed to master the skills to be learned.Sel...

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Section: Latent Interactionsmentioning

confidence: 99%

Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.

Marsh

Pekrun²,

Lichtenfeld³

et al. 2016

Developmental Psychology

Self Cite

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“…Academic self-efficacy and attainment value predict successful educational outcomes including progress and attainment (Chouinard, Karsenti, & Roy, 2007; Fan & Wolters, 2014; Federici & Skaalvik, 2014;Nagengast et al, 2011;Walker, Greene, & Mansell, 2006). On the basis of this one would expect that challenge and threat appraisal of fear appeals would also be likely to influence subsequent educational achievement.…”

Section: Fear Appeals Appraisals and Educational Achievementmentioning

confidence: 99%

“…In EVT, beliefs about the expectation of success (conceptually aligned with academic self-efficacy -see Wigfield & Eccles, 2000) combine with subjective-task value to influence academic achievement, effort, motivation, and school dropout (e.g., Chouinard, Karsenti, & Roy, 2007;Fan & Wolters, 2014;Federici & Skaalvik, 2014;Nagengast, Marsh, Scalas, Xu, & Trautwein, 2011). In CVT, action-control expectancy (i.e., academic self-efficacy) combines with subjective values to result in specific and discrete learning, classroom and test-related emotions (Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011;Pekrun, Goetz, Perry, Kramer, Hochstadt, & Molfenter, 2004).…”

Section: Fear Appeals In the Classroommentioning

confidence: 99%

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Putwain

Remedios

Symes

2015

Learning and Instruction

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Putwain, DW, Remedios, R and Symes, WExperiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy http://researchonline.ljmu.ac.uk/3500/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. LJMU Research Online Running head: FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACYThe appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 1 AbstractFear appeals are persuasive messages that highlight the negative consequences of a particular course of action. Studies have shown that attainment value and academic self-efficacy predict how fear appeals are appraised. In this study we examined how the appraisal of fear appeals might also influence subsequent attainment value and academic self-efficacy. Self-report data were collected from 1433 students in their final two years of secondary education over three waves. Findings revealed that when students saw fear appeals as a challenge attainment value and academic self-efficacy were higher. When students saw fear appeals as a threat, attainment value and academic self-efficacy were lower. These results highlight the functional importance of how fear appeals are appraised. Challenge and threat appraisals were not mere by products of attainment value or academic self-efficacy but impacted on attainment value and academic self-efficacy; variables that are likely to make a critical impact on educational progress and attainment. We conclude that initial teacher education and teacher professional development programs would benefit from enhanced interpersonal and relational-skills training to enable teachers to judge more effectively how fear appeals are appraised.Keywords: fear appeals, attainment value, academic self-efficacy, high-stakes testing FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 2The appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy IntroductionThis study examines how academic self-efficacy and attainment value relate to the appraisal of fear appeals used by secondary school teachers prior to a high-stakes examination. Fear appeals are used by teachers as a motivational strategy; a 'scare tactic' to attem...

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“…Ou seja, para além da visão de si mesmo, a avaliação que o indivíduo faz das tarefas que lhes são apresentadas é apontada como mediadora entre a pessoa e o ambiente, definindo a adoção de estratégias de comportamento, esforço, motivação e persistência frente à tarefa (Folkman, 2013). Nessa direção, em um estudo realizado com 398.750 alunos de 15 anos de idade de 57 países, Nagengast et al (2011) encontraram um robusto subsídio empírico de que o valor atribuído interage com o autoconceito na explicação do envolvimento com a tarefa. Diante das evidências de uma estreita associação entre a visão de si mesmo e o interesse do aluno (Trautwein & Möller, 2016), o presente estudo, além de investigar o autoconceito, a autoeficácia e a autoestima escolar, investiga também o valor atribuído pelo aluno às habilidades escolares.…”

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“…Fundamentados nas correlações significativas usualmente encontradas entre as variáveis ligadas ao self (Oliveira, 2016;Parker et al, 2013), bem como nas correlações entre essas variáveis e o valor (Nagengast et al, 2011;Trautwein & Moller, 2016), defendemos que, ao serem estudadas conjuntamente, as variáveis aqui apresentadas podem apresentar um padrão de correlações e interações que ultrapasse o estudo dos efeitos individuais de cada construto.…”

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Validade da Escala de Cognições Acadêmicas Autorreferentes: autoconceito, autoeficácia, autoestima e valor

2017

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RESUMOEste estudo objetivou construir e investigar evidências de validade estrutural da Escala de Cognições Acadêmicas Autorreferentes, que avalia autoconceito, autoeficácia e autoestima escolar e valor atribuído à habilidade escolar. ABSTRACT -Validity of the Self-Referential Cognitions Scale: Self-concept, self-efficacy, self-esteem and value The aim of this study was to develop and investigate the structural validity of the Academic Self-Referential Cognitions Scale, which assesses academic self-concept, self-efficacy, and self-esteem, as well as the value assigned to school skills. The sample consisted of 812 high school students from public and private schools from the state of Minas Gerais, Brazil. Confirmatory factor analysis, structural equation modeling, and Cronbach's alpha test were used to analyze the data. The structural model proposed presented good fit to data: χ²[145]=475.299; comparative fit index (CFI)=0.98; root mean square error approximation (RMSEA)=0.053. All of the itemfactor relations proposed showed beta values higher than 0.30. The reliability indices were reasonable: school self-concept, α=0.69; value assigned to school, α=0.79; school self-efficacy, α=0.74; school self-esteem, α=0.72. The data provide empirical support to the structural validity of the scale. This instrument represents an advancement in the measures of self, indicating the possibility of a differential definition and measurement of the constructs. Keywords: test validity; statistical validity; psychometrics; self. RESUMEN -Validez de la Escala de Cogniciones Académicas Autoreferenciales: autoconcepto, autoeficácia, autoestima y valorEste estudio tuvo como objetivo la construcción y la investigación de la validez estructural de la Escala de Cogniciones Académicas Autoreferenciales, que evalúa el autoconcepto, la autoeficacia y la autoestima académicas y el valor asignado a la habilidad escolar. Participaron del estudio 812 estudiantes de secundaria de escuelas públicas y privadas de Minas Gerais, Brasil. Los datos fueron analizados mediante análisis factorial confirmatorio, modelos de ecuaciones estructurales y test α de Cronbach. El modelo estructural propuesto mostró un buen ajuste a los datos: χ²[145]=475,299; índice de ajuste comparativo (CFI)=0,98; raíz del resíduo quadrático promedio de aproximación (RMSEA)=0,053. Todas las relaciones ítem-factor propuestas tuvieron betas superiores a 0,30. Fueron encontrados razonable niveles de consistencia interna: autoconcepto, α=0,69; valor, α=0,79; autoeficacia escolar, α=0,74; autoestima escolar, α=0,72. Los datos proporcionan apoyo empírico a la validez estructural de la escala. Este instrumento representa un avance en las medidas de self, indicando la posibilidad de una definición y medición diferenciales de los constructos. Palabras clave: validación de test; validación estadística; psicometría; self.

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Who Took the “×” out of Expectancy-Value Theory?

Cited by 332 publications

References 29 publications

Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.

Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Validade da Escala de Cognições Acadêmicas Autorreferentes: autoconceito, autoeficácia, autoestima e valor

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