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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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Benjamin M. Torsney, Timothy J. Patterson & Joseph I. Eisman. (2024) Teacher Motivation Nuances: A Latent Profile Analysis of Personal Utility Value, Civic Mindedness, and Future Professional Development. The Teacher Educator 59:1, pages 66-83.
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Yeo-eun Kim, Cristina D. Zepeda, Rachel S. Martin & Andrew C. Butler. (2023) Situating cost perceptions: how general cost and motivational regulation predict specific momentary cost dimensions. Educational Psychology 43:8, pages 855-873.
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Delaram A. Totonchi, Michelle K. Francis, Yoi Tibbetts, Emma Huelskoetter, Joshua Davis, Ashleigh Smith, Kenneth E. Barron & Chris S. Hulleman. (2023) Improving Community College Students’ Success in Math: Findings From Two Utility-Value Studies. The Journal of Experimental Education 0:0, pages 1-24.
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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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Carlton J. Fong & Diane L. Schallert. (2023) “Feedback to the future”: Advancing motivational and emotional perspectives in feedback research. Educational Psychologist 58:3, pages 146-161.
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Kristy A. Robinson. (2023) Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates. Educational Psychologist 58:2, pages 92-110.
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Qian Zhang & Logan Fiorella. (2023) An integrated model of learning from errors. Educational Psychologist 58:1, pages 18-34.
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Articles from other publishers (40)
Anna Widlund, Markku Niemivirta, Heta Tuominen & Johan Korhonen. (2024) Growth trajectories of self-concept and interest in mathematics and language – Individual differences and cross-domain relations. Learning and Instruction 91, pages 101882.
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Iris Backfisch, Leonie Sibley, Andreas Lachner, Kenneth Tulku Kirchner, Christoff Hische & Katharina Scheiter. (2024) Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): Utility-value interventions support knowledge integration. Teaching and Teacher Education 142, pages 104532.
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Jennifer Martinez, Daphne Greenberg, Cynthia Puranik, Jason Lawrence Braasch, Zoi A. Traga Philippakos, Charles A. MacArthur & Christine Miller. (2024) Utility value of improving writing skills for adult basic education students. Journal of Adolescent & Adult Literacy.
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Ronnel B. King, Yi Wang, Lingyi Fu & Shing On Leung. (2024) Identifying the top predictors of student well-being across cultures using machine learning and conventional statistics. Scientific Reports 14:1.
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Viviane Desbiens, Simon Larose & Geneviève Boisclair Châteauvert. (2024) Animations scientifiques en classe de primaire: des effets motivationnels pour qui et pour quelle intensité de participation?. Canadian Journal of Science, Mathematics and Technology Education.
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Emily Q. Rosenzweig, Xiao-Yin Chen, Yuchen Song, Amy Baldwin, Michael M. Barger, Michael E. Cotterell, Jonathan Dees, Allison S. Injaian, Nandana Weliweriya, Jennifer R. Walker, Craig C. Wiegert & Paula P. Lemons. (2024) Beyond STEM attrition: changing career plans within STEM fields in college is associated with lower motivation, certainty, and satisfaction about one’s career. International Journal of STEM Education 11:1.
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Anna Widlund, Heta Tuominen & Johan Korhonen. (2024) Motivational profiles in mathematics – stability and links with educational and emotional outcomes. Contemporary Educational Psychology 76, pages 102256.
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Kristy A. Robinson, Qiyuan Zheng, Sanheeta Shankar, So Yeon Lee & Ella Christiaans. (2024) Beyond self-report surveys: A comparison of methods for directly observing motivationally supportive teaching practices. Contemporary Educational Psychology 76, pages 102254.
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Lijia Lin, Kate M. Xu, Peilin Zhang & Genmei Zuo. (2023) Examining the effects of utility value writing and summary writing on learning and motivation among Chinese university students. Current Psychology 43:12, pages 10528-10539.
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Eda Bakır-Yalçın & Yasemin Koçak Usluel. (2023) Investigating the antecedents of engagement in online learning: do achievement emotions matter?. Education and Information Technologies 29:4, pages 3759-3791.
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Seung Won Park, Moon-Heum Cho, Seongmi Lim & Seokwon Hwang. (2023) Predicting students’ negative emotions in college remedial mathematics courses. European Journal of Psychology of Education 39:1, pages 171-188.
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Francisco Peixoto, Lourdes Mata, Mafalda Campos, Teresa Caetano, Jelena Radišić & Markku Niemivirta. (2023) ‘Am I to blame because my child is not motivated to do math?’: Relationships between parents’ attitudes, beliefs and practices towards mathematics and students’ mathematics motivation and achievement. European Journal of Psychology of Education.
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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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Yuchen Song, Emily Q. Rosenzweig & Michael M. Barger. (2023) Disentangling the relation among emotional cost, psychological cost, and anxiety with College Students. Motivation and Emotion 47:6, pages 1040-1061.
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Carlton J. Fong, Erika A. Patall, Kate E. Snyder, Meagan A. Hoff, Sara J. Jones & Robin E. Zuniga-Ortega. (2023) Academic underachievement and its motivational and self-regulated learning correlates: A meta-analytic review of 80 years of research. Educational Research Review 41, pages 100566.
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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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Wendy Symes, Jan Retelsdorf & Rebecca Lazarides. (2023) Interindividual differences in the development of reading self-concept and intrinsic and importance value throughout secondary school. Contemporary Educational Psychology 75, pages 102237.
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Patrick N. Beymer & Emily Q. Rosenzweig. (2023) Predictors of short-term trajectories of students’ expectancy-value motivational beliefs in introductory calculus courses. Contemporary Educational Psychology 75, pages 102236.
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Dimitrios Moustakas & Eleftheria Ν. Gonida. (2023) Motivational Profiles of High Achievers in Mathematics: Relations with Metacognitive Processes and Achievement Emotions. Education Sciences 13:10, pages 970.
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Stefanie Rach & Stanislaw Schukajlow. (2023) Affecting Task Values, Costs, and Effort in University Mathematics Courses: the Role of Profession-Related Tasks on Motivational and Behavioral States. International Journal of Science and Mathematics Education.
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Faming Wang, Ronnel B. King, Ching Sing Chai & Ying Zhou. (2023) University students’ intentions to learn artificial intelligence: the roles of supportive environments and expectancy–value beliefs. International Journal of Educational Technology in Higher Education 20:1.
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Hoi Vo. (2023) Giving choices or making tasks relevant? Classroom practices that foster L2 learner engagement. System 116, pages 103098.
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Jiajing Li, Ronnel B. King, Yi Wang, Shing On Leung & Chuang Wang. (2023) Students' and schools' expectancy-value beliefs are associated with reading achievement: A cross-cultural study. Learning and Individual Differences 106, pages 102344.
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Ashlee L. Sjogren, Kristy A. Robinson & Alison C. Koenka. (2023) Profiles of afterschool motivations: A situated expectancy-value approach. Contemporary Educational Psychology 74, pages 102197.
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Jie Huang, Limin Zhou, Dan Zhu, Wang Liu & Jun Lei. (2023) Changes in Academic Self-efficacy and Value and Crossover of Burnout Among Adolescent Students: A Two-wave Longitudinal Study. Journal of Youth and Adolescence 52:7, pages 1405-1416.
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Emily Q. Rosenzweig & Xiao-Yin Chen. (2023) Which STEM careers are most appealing? Examining high school students’ preferences and motivational beliefs for different STEM career choices. International Journal of STEM Education 10:1.
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Linjia Zhang, Yi Jiang & Shuyu Chen. (2023) Longitudinal interrelations among self-efficacy, interest value, and effort cost in adolescent students’ English achievement and future choice intentions. Contemporary Educational Psychology 73, pages 102176.
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Daria K. Benden & Fani Lauermann. (2023) Searching for short-term motivational alignment and spillover effects: A random intercept cross-lagged analysis of students’ expectancies and task values in math-intensive study programs. Contemporary Educational Psychology 73, pages 102166.
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Kent J. Crippen, Lorelie Imperial, Charlotte A. Bolch & Corey A. Payne. (2022) Undergraduate Engineering Students’ Subjective Task Value Beliefs for Modeling Problems in Chemistry. International Journal of Science and Mathematics Education 21:4, pages 1103-1125.
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Daria K. Benden & Fani Lauermann. (2023) Relative importance of students’ expectancy–value beliefs as predictors of academic success in gateway math courses. Annals of the New York Academy of Sciences 1521:1, pages 132-139.
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Jennifer Meyer, Fabian T. C. Schmidt, Johanna Fleckenstein & Olaf Köller. (2022) A closer look at the domain‐specific associations of openness with language achievement: Evidence on the role of intrinsic value from two large‐scale longitudinal studies. British Journal of Educational Psychology 93:1, pages 113-133.
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S. Schukajlow, K. Rakoczy & R. Pekrun. (2023) Emotions and motivation in mathematics education: Where we are today and where we need to go. ZDM – Mathematics Education 55:2, pages 249-267.
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Lindsay Duncan, Gita Taasoobshirazi, Ashana Vaudreuil, Jitendra Sai Kota & Sweta Sneha. (2023) An Evaluation of Impostor Phenomenon in Data Science Students. International Journal of Environmental Research and Public Health 20:5, pages 4115.
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Yi Jiang & Linjia Zhang. (2023) High school students' expectancy, value, and cost profiles and their relations with engagement and achievement in Math and English. Learning and Individual Differences 101, pages 102252.
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Patrick N. Beymer, Daria K. Benden & Maien S.M. Sachisthal. (2022) Exploring the dynamics of situated expectancy-value theory: A panel network analysis. Learning and Individual Differences 100, pages 102233.
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Emily Q. Rosenzweig, Yuchen Song & Shannon Clark. (2022) Mixed effects of a randomized trial replication study testing a cost-focused motivational intervention. Learning and Instruction 82, pages 101660.
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Michael Jüttler & Stephan Schumann. (2022) Choosing a Business or Economics Study Program at University: The Role of the Economics Teacher. Journal of Risk and Financial Management 15:11, pages 522.
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Jing Liu. (2022) Exploration and Practice of Moral Education Courses in Universities in Big Data Era. Advances in Multimedia 2022, pages 1-9.
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Radu Bogdan Toma. (2022) Confirmation and Structured Inquiry Teaching: Does It Improve Students’ Achievement Motivations in School Science?. Canadian Journal of Science, Mathematics and Technology Education 22:1, pages 28-41.
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Kristy A. Robinson, Amalia Krystal Lira, S. Patrick Walton, Daina Briedis & Lisa Linnenbrink-Garcia. (2022) Instructional Supports for Motivation Trajectories in Introductory College Engineering. AERA Open 8, pages 233285842210836.
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