Interaction between task values and self-efficacy on maladaptive achievement strategy use

References

• Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interactions. Newbury Park, CA: Sage.
   Google Scholar
• Anderman, E. M., Cupp, P. K., & Lane, D. (2010). Impulsivity and academic cheating. The Journal of Experimental Education, 78, 135–150.
   Web of Science ®Google Scholar
• Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90, 84–93.10.1037/0022-0663.90.1.84
   Web of Science ®Google Scholar
• Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359–372.10.1037/h0043445
   PubMed Web of Science ®Google Scholar
• Baird, J. S. (1980). Current trends in college cheating. Psychology in the Schools, 17, 515–522.10.1002/(ISSN)1520-6807
   Web of Science ®Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.10.1037/0033-295X.84.2.191
   PubMed Web of Science ®Google Scholar
• Beery, R. G. (1975). Special feature: Fear of failure in the student experience. Personnel and Guidance Journal, 54, 190–203.
   Google Scholar
• Bong, M. (2001). Role of self-efficacy and task-value in predicting college student’ course performance and future enrollment intentions. Contemporary Educational Psychology, 26, 553–570.10.1006/ceps.2000.1048
   PubMed Web of Science ®Google Scholar
• Bong, M., Kim, S., Reeve, J., Lim, H. J., Lee, W., Ahn, H. S., … Woo, Y. (2012). The student motivation in the learning environment scales (SMILES) (Unpublished instrument). Retrieved from Korea University, Brain and Motivation Research Institute website http://bmri.korea.ac.kr/english/research/assessment_scales/list.html?id=assessment
   Google Scholar
• Canter, N., & Norem, J. K. (1989). Defensive pessimism and stress and coping. Social Cognition, 7, 92–112.10.1521/soco.1989.7.2.92
   Web of Science ®Google Scholar
• Cole, J. S., Bergin, D. A., & Whittaker, T. A. (2008). Predicting student achievement for low stakes tests with effort and task value. Contemporary Educational Psychology, 33, 609–624.10.1016/j.cedpsych.2007.10.002
   Web of Science ®Google Scholar
• Covington, M. V. (1984). The self-worth theory of achievement motivation: Findings and implications. The Elementary School Journal, 85, 5–20.
   Web of Science ®Google Scholar
• Covington, M. V. (1992). Making the grade. Cambridge: Cambridge University Press.10.1017/CBO9781139173582
   Google Scholar
• Covington, M. V. (2009). Self-worth theory: Retrospection and prospects. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 141–169). New York, NY: Routledge.
   Google Scholar
• Covington, M. V., & Omelich, C. L. (1981). As failures mount: Affective and cognitive consequences of ability demotion in the classroom. Journal of Educational Psychology, 73, 796–808.10.1037/0022-0663.73.6.796
   Web of Science ®Google Scholar
• Crockett, L. J., Schulenberg, J. E., & Petersen, A. C. (1987). Congruence between objective and self-report data in a sample of young adolescents. Journal of Adolescent Research, 2, 383–392.10.1177/074355488724006
   Google Scholar
• Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.10.1037/0003-066X.41.10.1040
   Web of Science ®Google Scholar
• Eccles, J. S. (2005). Subjective task values and the Eccles et al. model of achievement related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). New York, NY: Guilford.
   Google Scholar
• Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78–89.10.1080/00461520902832368
   Web of Science ®Google Scholar
• Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215–225.10.1177/0146167295213003
   Web of Science ®Google Scholar
• Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53, 109–132.10.1146/annurev.psych.53.100901.135153
   PubMed Web of Science ®Google Scholar
• Elliot, A. J., & Church, M. A. (2003). A motivational analysis of defensive pessimism and self-handicapping. Journal of Personality, 71, 369–396.10.1111/1467-6494.7103005
   PubMed Web of Science ®Google Scholar
• Fredricks, J. A., & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38, 519–533.10.1037/0012-1649.38.4.519
   PubMed Web of Science ®Google Scholar
• Hagtvet, K. A., & Benson, J. (1997). The motive to avoid failure and test anxiety responses: Empirical support for integration of two research traditions. Anxiety, Stress & Coping, 10, 35–57.10.1080/10615809708249294
   Web of Science ®Google Scholar
• Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127.10.1207/s15326985ep4102_4
   Web of Science ®Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55.10.1080/10705519909540118
   Web of Science ®Google Scholar
• Hulleman, C. S., Durik, A. M., Schweigert, S. A., & Harackiewicz, J. M. (2008). Task values, achievement goals, and interest: An integrative analysis. Journal of Educational Psychology, 100, 398–416.10.1037/0022-0663.100.2.398
   Web of Science ®Google Scholar
• Karabenick, S. A. (2003). Seeking help in large college classes: A person-centered approach. Contemporary Educational Psychology, 28, 37–58.10.1016/S0361-476X(02)00012-7
   Web of Science ®Google Scholar
• Kline, R. B. (2011). Principles and practice of structural equation modeling (pp. 115–116). New York, NY: Guilford.
   Google Scholar
• Knafo, A., & Assor, A. (2007). Motivation for agreement with parental values: Desirable when autonomous, problematic when controlled. Motivation and Emotion, 31, 232–245.10.1007/s11031-007-9067-8
   Web of Science ®Google Scholar
• Lee, J., Lee, M., & Bong, M. (2013). High value with low perceived competence as an amplifier of self-worth threat. In D. McInerney, H. Marsh, R. Craven, & F. Guay (Eds.), Theory driving research: New wave perspectives on self-processes and human development (pp. 205–231). Charlotte, NC: Information Age.
   Google Scholar
• Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486–512.10.1016/j.cedpsych.2007.08.001
   Web of Science ®Google Scholar
• Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19, 119–137.10.1080/10573560308223
   Google Scholar
• Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.10.1037/0033-295X.98.2.224
   Web of Science ®Google Scholar
• Marsh, H. W., & Hocevar, D. (1985). Application of confirmatory factor analysis to the study of self-concept: First- and higher-order factor models and their invariance across groups. Psychological Bulletin, 97, 562–582.10.1037/0033-2909.97.3.562
   Web of Science ®Google Scholar
• Martin, A. J., Marsh, H. W., & Debus, R. (2001). A quadripolar need achievement representation of self-handicapping and defensive pessimism. American Educational Research Journal, 38, 583–610.10.3102/00028312038003583
   Web of Science ®Google Scholar
• Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60–70.10.1037/0022-0663.82.1.60
   Web of Science ®Google Scholar
• Midgley, C., Maehr, M., Hicks, L., Roeser, R., Urdan, T., & Anderman, E., … Middleton, M. (2000). Manual for the patterns of adaptive learning scales (PALS). Ann Arbor, MI: University of Michigan.
   Google Scholar
• Midgley, C., & Urdan, T. (2001). Academic self-handicapping and achievement goals: A further examination. Contemporary Educational Psychology, 26, 61–75.10.1006/ceps.2000.1041
   PubMed Web of Science ®Google Scholar
• Murdock, T. B., Hale, N. M., & Weber, M. J. (2001). Predictors of cheating among early adolescents: Academic and social motivations. Contemporary Educational Psychology, 26, 96–115.10.1006/ceps.2000.1046
   PubMed Web of Science ®Google Scholar
• Newstead, S. E., Franklyn-Stokes, A., & Armstead, P. (1996). Individual differences in student cheating. Journal of Educational Psychology, 88, 229–241.10.1037/0022-0663.88.2.229
   Web of Science ®Google Scholar
• Norem, J. K., & Cantor, N. (1986). Anticipatory and post hoc cushioning strategies: Optimism and defensive pessimism in ‘risky’ situations. Cognitive Therapy and Research, 10, 347–362.10.1007/BF01173471
   Web of Science ®Google Scholar
• Pang, J. S., Villacorta, M. A., Chin, Y. S., & Morrison, F. J. (2009). Achievement motivation in the social context: Implicit and explicit hope of success and fear of failure predict memory for and liking of successful and unsuccessful peers. Journal of Research in Personality, 43, 1040–1052.10.1016/j.jrp.2009.08.003
   Web of Science ®Google Scholar
• Park, J. K. (2009). ‘English fever’ in South Korea: Its history and symptoms. English Today, 25, 50–57.10.1017/S026607840900008X
   Google Scholar
• Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341.10.1007/s10648-006-9029-9
   Web of Science ®Google Scholar
• Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40.10.1037/0022-0663.82.1.33
   Web of Science ®Google Scholar
• Rhodewalt, F., & Vohs, K. D. (2005). Defensive strategies, motivation, and the self: A self-regulatory process view. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 548–565). New York, NY: Guilford.
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.10.1037/0003-066X.55.1.68
   PubMed Web of Science ®Google Scholar
• Schunk, D. H. (1981). Modeling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73, 93–105.10.1037/0022-0663.73.1.93
   Web of Science ®Google Scholar
• Smith, L., Sinclair, K. E., & Chapman, E. S. (2002). Students’ goals, self-efficacy, self-handicapping, and negative affective responses: An Australian senior school student study. Contemporary Educational Psychology, 27, 471–485.10.1006/ceps.2001.1105
   Web of Science ®Google Scholar
• Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503–509.10.1037/0022-0167.31.4.503
   Web of Science ®Google Scholar
• Tickoo, M. L. (1996). English in Asian bilingual education: From hatred to harmony. Journal of Multilingual and Multicultural Development, 17, 225–240.10.1080/01434639608666275
   Google Scholar
• Trautwein, U., Marsh, H. W., Nagengast, B., & Lüdtke, O. (2012). Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study. Journal of Educational Psychology, 104, 763–777.10.1037/a0027470
   Web of Science ®Google Scholar
• Trautwein, U., Nagengast, B., Marsh, H. W., Gaspard, H., Dicke, A., Lüdtke, O., & Jonkmann, K. (2013). Expectancy-value theory revisited: From expectancy-value theory to expectancy-values theory? In D. McInerney, H. Marsh, R. Craven, & F. Guay (Eds.), Theory driving research: New wave perspectives on self-processes and human development (pp. 205–231). Charlotte, NC: Information Age.
   Google Scholar
• Tucker, L. R., & Lewis, C. (1973). A reliability coefficient for maximum likelihood factor analysis. Psychometrika, 38, 1–10.10.1007/BF02291170
   Web of Science ®Google Scholar
• Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13, 115–138.10.1023/A:1009061303214
   Web of Science ®Google Scholar
• Valiga, M. J. (1987). The accuracy of self-reported high school course and grade information (ACT Research Report, 87). Iowa City, IA: Author.
   Google Scholar
• Van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35, 1401–1418.10.1016/S0191-8869(02)00358-6
   Web of Science ®Google Scholar
• Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78.10.1007/BF02209024
   Web of Science ®Google Scholar
• Wigfield, A., & Eccles, J. S. (1994). Children’s competence beliefs, achievement values, and general self-esteem: Change across elementary and middle school. The Journal of Early Adolescence, 14, 107–138.10.1177/027243169401400203
   Google Scholar
• Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.10.1006/ceps.1999.1015
   PubMed Web of Science ®Google Scholar
• Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173–195). San Diego, CA: Academic Press.
   Google Scholar
• Woo, Y. (2012). The current state and future direction of interest research in academic setting. Korean Journal of Educational Psychology, 26, 1179–1199.
   Google Scholar