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The Journal of Experimental Education Volume 87, 2019 - Issue 2
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Motivation and Social Processes

Promises and Pitfalls of Adapting Utility Value Interventions for Online Math Courses

Emily Q. RosenzweigUniversity of Maryland, College Park, Maryland, USA; Correspondence[email protected]
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,
Chris S. HullemanUniversity of Virginia, Charlottesville, VA, USA; View further author information
,
Kenneth E. BarronJames Madison University, Harrisonburg, VA, USA; View further author information
,
Jeffery J. KosovichUniversity of Virginia, Greensboro, VA, USA; View further author information
,
Stacy J. PriniskiUniversity of Wisconsin-Madison, Wisconsin, USA; View further author information
&
Allan WigfieldUniversity of Maryland, College Park, Maryland, USAView further author information
Pages 332-352 | Published online: 09 Feb 2019

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Ordene V. Edwards. (2024) The effects of a utility value intervention combined with task relevance instructions. The Journal of Experimental Education 92:2, pages 312-335.
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Kyle Cox, Ben Kelcey & Hannah Luce. (2024) Power to Detect Moderated Effects in Studies with Three-Level Partially Nested Data. The Journal of Experimental Education 92:1, pages 130-153.
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Claudia C. Sutter, Karen B. Givvin & Chris S. Hulleman. (2023) Concerns and Challenges in Introductory Statistics and Correlates with Motivation and Interest. The Journal of Experimental Education 0:0, pages 1-30.
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Claudia C. Sutter, Karen B. Givvin, Mary C. Tucker, Kathryn A. Givvin, Ana Leandro-Ramos & Paige L. Solomon. (2023) Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students. Journal of Statistics and Data Science Education 31:2, pages 188-200.
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Anne F. Weidinger, Hanna Gaspard, Judith M. Harackiewicz, Patrick Paschke, Sebastian Bergold & Ricarda Steinmayr. (2022) Utility-Value Intervention in School: Students’ Migration and Parental Educational Backgrounds as Moderators. The Journal of Experimental Education 90:2, pages 364-382.
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Articles from other publishers (19)

Hui Min Chia & Qiaoping Zhang. 2024. Values and Valuing in Mathematics Education. Values and Valuing in Mathematics Education 37 56 .
David M. Silverman, Chris S. Hulleman & Yoi Tibbetts. (2023) Identifying the psychological mechanisms of utility‐value activities to inform educational research and practice. British Journal of Educational Psychology 93:4, pages 960-977.
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Seunghye Ha & Hyo-Jeong So. (2023) Examining the Effects of the Utility Value Intervention on Learners’ Emotions and Conceptual Understanding in Online Video-based Learning. Education and Information Technologies 28:11, pages 15145-15172.
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Simon Guse, Dorothe Kienhues & Regina Jucks. (2023) Math is cool – for school? Insights into preservice teachers’ views on the mathematics discipline between an academic and a job-related focus. Teaching and Teacher Education 132, pages 104247.
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Hyo-Jeong So, Seunghye Ha & Eunyoung Kim. 2023. International Handbook on Education Development in the Asia-Pacific. International Handbook on Education Development in the Asia-Pacific 1539 1556 .
Hyo-Jeong So, Seunghye Ha & Eunyoung Kim. 2022. International Handbook on Education Development in Asia-Pacific. International Handbook on Education Development in Asia-Pacific 1 18 .
Nikki G. Lobczowski, Michael W. Asher, J. Elizabeth Richey, Yun Huang, Cameron Hecht, Shailaja Bhardwaj, Vincent Aleven, Kenneth Koedinger & Judith Harackiewicz. 2023. Learning, Design, and Technology. Learning, Design, and Technology 2601 2633 .
Taylor Darwin, Candace Walkington & Tiffini Pruitt-Britton. 2022. Handbook of Research on Opening Pathways for Marginalized Individuals in Higher Education. Handbook of Research on Opening Pathways for Marginalized Individuals in Higher Education 147 170 .
Maciej Karwowski, Aleksandra Zielińska & Dorota M. Jankowska. (2022) Democratizing Creativity by Enhancing Imagery and Agency: A Review and Meta-Analysis. Review of Research in Education 46:1, pages 229-263.
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Jacqueline Goldman, Benjamin C. Heddy & Jenel Cavazos. (2020) First-Generation College Students’ Academic Challenges Understood Through the Lens of Expectancy Value Theory in an Introductory Psychology Course. Teaching of Psychology 49:1, pages 37-48.
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Claudia C. Sutter, Chris S. Hulleman, Karen B. Givvin & Mary Tucker. (2022) Utility value trajectories and their relationship with behavioral engagement and performance in introductory statistics. Learning and Individual Differences 93, pages 102095.
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Nikki G. Lobczowski, Michael W. Asher, J. Elizabeth Richey, Yun Huang, Cameron Hecht, Shailaja Bhardwaj, Vincent Aleven, Kenneth Koedinger & Judith Harackiewicz. 2020. Learning, Design, and Technology. Learning, Design, and Technology 1 34 .
Osman Umarji, Peter McPartlan, Julia Moeller, Qiujie Li, Justin Shaffer & Jacquelynne Eccles. (2021) The motivational system of task values and anticipated emotions in daily academic behavior. Motivation and Emotion 45:5, pages 599-616.
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Sheng-Lun Cheng & Kui Xie. (2021) Why college students procrastinate in online courses: A self-regulated learning perspective. The Internet and Higher Education 50, pages 100807.
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Mika Manninen & Sami Yli-Piipari. (2021) Ten Practical Strategies to Motivate Students in Physical Education: Psychological Need-Support Approach. Strategies 34:2, pages 24-30.
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Carola Grunschel, Markus Dresel, Stefan Fries, Detlev Leutner, Joachim Wirth, Lisa Bäulke, Anne Scheunemann, Theresa Schnettler & Daniel Oliver Thies. 2021. Studienerfolg und Studienabbruch. Studienerfolg und Studienabbruch 41 72 .
Michael Liebendörfer & Stanislaw Schukajlow. (2020) Quality matters: how reflecting on the utility value of mathematics affects future teachers’ interest. Educational Studies in Mathematics 105:2, pages 199-218.
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Sheng-Lun Cheng, Lin Lu, Kui Xie & Vanessa W. Vongkulluksn. (2020) Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education 91, pages 103062.
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Huda A. Makhluf. 2019. Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods. Exploring Online Learning Through Synchronous and Asynchronous Instructional Methods 202 224 .

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