Value Reappraisal as a Conceptual Model for Task-Value Interventions

ABSTRACT

We discuss task-value interventions as one type of relevance intervention and propose a process model of value reappraisal whereby task-value interventions elicit cognitive-affective responses that lead to attitude change and in turn affect academic outcomes. The model incorporates a metacognitive component showing that students can intentionally self-regulate their subjective task values. Two potential moderators of this process are proposed: baseline individual differences and classroom-level factors. We review evidence for the proposed relationships in the model and identify gaps in the literature. Drawing from models of persuasion and self-regulation, we discuss theoretical foundations of the value-reappraisal model and propose value-reappraisal strategies involved in the modification of subjective task values and reasons for (or against) task engagement. We also outline implications for designing task-value interventions and future research directions. The value-reappraisal model could help inform the continued development of task-value interventions and explain intervention effects.

KEYWORDS:

• Achievement
• attitudes
• expectancy value theory
• interest
• motivation
• reflective thinking
• self-regulation

Acknowledgments

The authors thank the editors of this special issue for their invaluable feedback and unwavering support. The senior author personally thanks the late Dr. Claire Ellen Weinstein for her years of mentorship and sage advice on formulating and articulating conceptual ideas that came to fruition in this article—kvell!