4,368
Views
18
CrossRef citations to date
0
Altmetric
Articles

Invaluable values: an expectancy-value theory analysis of youths’ academic motivations and intentions

, , , &
Pages 618-638 | Received 29 Oct 2015, Accepted 04 Jan 2016, Published online: 01 Feb 2016

References

  • Agus, J. (2010). High schools in the United States. Washington, DC: National High School Center.
  • Allen-Ramdial, S. -A. A., & Campbell, A. G. (2014). Reimagining the pipeline: Advancing STEM diversity, persistence, and success. BioScience, 64(7), 612–618.
  • Anderson, E., & Kim, D. (2006). Increasing the success of minority students in science and technology. The unfinished agenda: Ensuring success for students of color.
  • Anderson, L., & Ward, T. (2013). Expectancy-value models for the STEM persistence plans of ninth-grade, high-ability students: a comparison between Black, Hispanic, and White Students. Science Education, 98(2), 216–242.
  • Atkinson, J. (1957). Motivational determinants of risk-taking behavior. Psychology Review, 64(6), 359–372.
  • Bandura, A. (1994). Self-efficacy. In Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). New York, NY: Academic Press.
  • Barron, K., & Hulleman, C. (2014). Expectancy-value-cost model of motivation. In J. Eccles & K. Salmelo-Aro (Eds.), International encyclopedia of social and behavioral sciences (2nd ed. Motivational Psychology. ed., pp. 503–509). Oxford: Elsevier.
  • Beering, S. (2009). Letter to President Elect-Obama. Subject: Actions to Improve Science, Technology, Engineering, and Mathematics (STEM) Education for all American students. Arlington, VA: National Science Board.
  • Blackburn, M., Harrison, G. W., & Rutström, E. E. (1994). Statistical bias functions and informative hypothetical surveys. American Journal of Agricultural Economics, 76(5), 1084–1088. doi:10.2307/1243396
  • Bøe, M., Karoline, E., Lyons, T., & Schreiner, C. (2011). Participation in science and technology: Young people's achievement-related choices in late modern societies. Participation in Science and Technology, 47(1), 1–36.
  • Cannady, M. A., Greenwald, E., & Harris, K. N. (2014). Problematizing the STEM Pipeline Metaphor: Is the STEM pipeline metaphor serving our students and the STEM workforce?. Science Education, 98(3), 443–460. doi:10.1002/sce.21108
  • Carter, A., Cotten, S., Gibson, P., O'Neal, L., Simoni, Z., Stringer, K., & Watkins, L. (2014). Integrating computing across the curriculum: Incorporating technology into STEM education. In Z. Yang, H. Hao Yang, D. Wu, & S. Liu (Eds.), Transforming K-12 classrooms with digital technology (pp. 165–192). Hershey, PA: IGI Global.
  • Correll, S. (2001). Gender and the career choice process: The role of biased self-assessments. American Journal of Sociology, 106(6), 1691–1730.
  • Davis, L., & Ajzen, I. (2002). The decision of African American students to complete high school: An application of the theory of planned behavior.. Journal of Educational Psychology, 94(4), 810–819.
  • Durik, A., Vida, M., & Eccles, J. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis.. Journal of Educational Psychology, 98(2), 382–393.
  • Eccles, J., Adler, T., Futterman, R., Goff, S., Kaczala, C., Meece, J., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco, CA: W. H. Freeman.
  • Eccles, J., Wigfield, A., Harold, R., & Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64(3), 830–847.
  • Flake, J. K., Barron, K. E., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244.
  • Foltz, L., Gannon, S., & Kirschmann, S. (2014). Factors that contribute to the persistence of minority students in STEM Fields. Planning for Higher Education Journal, 42(4), 46–58.
  • Frehill, L., Di Fabio, N., & Hill, S. (2008). Confronting the “new” American dilemma-underrepresented minorities in engineering: a data-based look at diversity. White Plains, NY: National Action Council for Minorities in Engineering
  • Gelman, A., & Hill, J. (2007). Data analysis using regression and multilevel/hierarchical models. New York, NY: Cambridge University Press.
  • Gibson, P. A., Stringer, K., Cotten, S. R., Simoni, Z., O'Neal, L. J., & Howell-Moroney, M. (2014). Changing teachers, changing students? The impact of a teacher-focused intervention on students’ computer usage, attitudes, and anxiety. Computers & Education, 71, 165–174.
  • Griffith, A. (2010). Persistence of women and minorities in STEM field majors: Is it the school that matters? Economics of Education Review, 29, 911–922.
  • Hernandez, J. (2014). The implementation of an elementary STEM learning team and the effect on teacher self-efficacy: An action research study. Minneapolis, MN: Capella University.
  • Kendricks, K., & Arment, A. (2011). Adopting a K–12 Family Model with undergraduate research to enhance STEM persistence and achievement in underrepresented minority students. Journal of College Science Teaching, 41(2), 22–27.
  • Long, S., & Freese, J. (2001). Regression models for categorical dependent variables using Stata. College Station, TX: Stat Press.
  • Matusovich, H., Streveler, R., Loshbaugh, H., Miller, R., & Olds, B. (2008). Will I succeed in Engineering? Using expectancy-value theory in a longitudinal investigation of students’ beliefs. Paper presented at the American Society for Engineering Education 2008 Annual Conference & Exposition, Pittsburgh, PA.
  • McNeal, R. (1995). Extracurricular activities and high school dropouts. Sociology of Education, 62(1), 62–80.
  • Melguizo, T., & Wolniak, G. (2012). The earnings benefits of majoring in STEM Fields among high achieving minority students. Research in Higher Education, 53(4), 383–405.
  • Meluso, A., Zheng, M., Spires, H. A., & Lester, J. (2012). Enhancing 5th graders’ science content knowledge and self-efficacy through game-based learning. Computers & Education, 59(2), 497–504. doi:10.1016/j.compedu.2011.12.019
  • Murphy, T., & Mancini-Samuelson, G. (2012). Graduating STEM competent and confident teachers: The creation of a STEM certificate for elementary education majors. Journal of College Science Teaching, 42(2), 18.
  • National Center for Education Statistics. (2015). Digest of education statistics. Retrieved from https://nces.ed.gov/programs/digest/d14/tables/dt14_219.70.asp?current=yes
  • Newman, I., & McNeil, K. (1998). Conducting survey research in the social sciences. Lanham, NY: University Press of America.
  • Oreopoulos, P. (2007). Do dropouts drop out too soon? Wealth, health and happiness from compulsory schooling. Journal of Public Economics, 91(11–12), 2213–2229. doi:10.1016/j.jpubeco.2007.02.002
  • Ortlieb, E., & Marinak, B. (2013). Surveying digital literacy use and motivation in elementary school students. Basic Research Journal of Education Research and Review, 2(5), 81–88.
  • Peters, D., & Daly, S. (2013). Returning to graduate school: Expectations of success, values of the degree, and managing the costs. Journal of Engineering Education, 102(2), 244–268.
  • Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5. (2010). Washington, DC: National Academies Press.
  • Saunders, J., Davis, L., Williams, T., & Williams, J. (2004). Gender differences in self-perceptions and academic outcomes: A study of African American high school students. Journal of Youth and Adolescence, 33(1), 81–90.
  • Shank, D. B., & Cotten, S. R. (2014). Does technology empower urban youth? The relationship of technology use to self-efficacy. Computers & Education, 70, 184–193. doi:10.1016/j.compedu.2013.08.018
  • Simpkins, S., Davis-Kean, P., & Eccles, J. (2006). Math and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70–83.
  • Sum, A., Khatiwada, I., McLaughlin, J., & Palma, S. (2009). The consequences of dropping out of high school: Joblessness and jailing for high school dropouts and the high cost for taxpayers. Boston, MA: Center for Labor Market Studies Publications.
  • Vernadakis, N., Kouli, O., Tsitskari, E., Gioftsidou, A., & Antoniou, P. (2014). University students’ ability-expectancy beliefs and subjective task values for exergames. Computers & Education, 75, 149–161.
  • Wigfield, A., & Cambria, J. (2010a). Expectancy-value theory: Retrospective and prospective The Decade Ahead: Theoretical perspectives on motivation and achievement (pp. 35–75). Published Online.
  • Wigfield, A., & Cambria, J. (2010b). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35.
  • Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 2(5), 68–81.
  • Wigfield, A., Tonks, S., & Klauda, S. L. (2009). Expectancy-value theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation in school (pp. 55–76). New York, NY: Routledge Taylor Francis Group.
  • Xiang, P., McBride, R., Guan, J., & Solmon, M. (2003). Children's motivation in elementary physical education: An expectancy-value model of achievement choice. Research Quarterly for Exercise and Sport, 74(1), 25–35.
  • Yoder, S., Bodary, S., & Johnson, C. C. (2015). Effective program characteristics, start-up, and advocacy for stem. In C.C. Johnson, E. Peters-Burton & T. Moore (Eds), STEM Road Map: A Framework for Integrated STEM Education (pp. 211–238). New York, NY: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.