An exploratory value-cost approach in predicting college students’ achievement goals in multicultural education

References

• Aguado-Odina, T., Mata-Benito, P., & Gil-Jaurena, I. (2017). Mobilizing intercultural education for equity and social justice. Time to react against the intolerable: A proposal from Spain. Intercultural Education, 28(4), 408–423. doi:10.1080/14675986.2017.1333874
   Web of Science ®Google Scholar
• Au, J. L. (2006). The relationship between task values and achievement goals: An investigation of achievement motivation in Chinese-American elementary children. Dissertation Abstracts International Section A, 67, 1646.
   Google Scholar
• Bachman, J. (1994). Multicultural education: A program to benefit our students and society. NASSP Bulletin, 78, 68–78. doi:10.1177/019263659407856609
   Google Scholar
• Banks, J. A. (1981). Multiethnic education: Theory and practice. Boston, MA: Allyn & Bacon.
   Google Scholar
• Banks, J. A. (2004). Teaching for social justice diversity, and citizenship in a global world. The Educational Forum, 68(4), 295–305. doi:10.1080/00131720408984645
   Google Scholar
• Barron, K. E., & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. In J. D. Wright (Ed.), International encyclopedia of social and behavioral sciences (2nd ed., Vol. 8, pp. 503–509). New York, NY: Elsevier.
   Google Scholar
• Battle, A., & Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62, 56–75. doi:10.1016/S0001-8791(02)00037-4
   Web of Science ®Google Scholar
• Bembenutty, H. (2008). The last word: The scholar whose expectancy-value theory transformed the understanding of adolescence, gender differences, and achievement: An interview with Jacquelynne S. Eccles. Journal of Advanced Academics, 19(3), 531–550.
   Google Scholar
• Brown, T. M., & Rodriguez, L. F. (2017). Collaborating with urban youth to address gaps in teacher education. Teacher Education Quarterly, 44(3), 75–92.
   Google Scholar
• Chen, A., & Liu, X. (2009). Task values, cost, and choice decisions in college physical education. Journal of Teaching in Physical Education, 28, 192–213. doi:10.1123/jtpe.28.2.192
   Web of Science ®Google Scholar
• Chiang, E. S., Byrd, S. P., & Molin, A. J. (2011). Children’s perceived cost for exercise: Application of an expectancy-value paradigm. Health Education and Behavior: the Official Publication of the Society for Public Health Education, 38(2), 143–149. doi:10.1177/1090198110376350
   PubMed Web of Science ®Google Scholar
• Chouinard, R., Karsenti, T., & Roy, N. (2007). Relations among competence beliefs, utility value, achievement goals, and effort in mathematics. British Journal of Educational Psychology, 77, 501–517. doi:10.1348/000709906X133589
   PubMed Web of Science ®Google Scholar
• Cole, E. R., Case, K. A., Rios, D., & Curtin, N. (2011). Understanding what students bring to the classroom: Moderators of the effects of diversity courses on student attitudes. Cultural Diversity & Ethnic Minority Psychology, 17(4), 397–405. doi:10.1037/a0025433
   PubMed Web of Science ®Google Scholar
• Conley, A. M. (2012). Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives. Journal of Educational Psychology, 104(1), 32–47. doi:10.1037/a0026042
   Web of Science ®Google Scholar
• Cordes, K., & Ibrahim, H. (1996). Leisure today: Educating for diversity. Journal of Physical Education, Recreation and Dance, 67(2), 41–48. doi:10.1080/07303084.1996.10607200
   Google Scholar
• Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment Research & Evaluation, 10(7), 1–9.
   Google Scholar
• Darnon, C., Jury, M., & Aelenei, C. (2018). Who benefits from mastery-approach and performance-approach goals in college? Students’ social class as a moderator of the link between goals and grade. European Journal of Psychology of Education, 33(4), 713–726. doi:10.1007/s10212-017-0351-z
   Web of Science ®Google Scholar
• Diuguid, D., & Suzuki, T. (2019). A visit with Princess Boy, Jazz, Kyle, Morris, and Jacob: Analyzing recent picture books with transgender and gender nonconfirming characters. Journal of Interdisciplinary Education, 15(1), 18–43. Retrieved from https://wccinacjie.files.wordpress.com/2019/02/a-visit-with-princess-boy2c-jazz2c-kyle2c-morris2c-and-jacob_-final.pdf
   Google Scholar
• Doepker, G. M. (2015). A personal journey to merge literacy education and multicultural teacher education. Multicultural Learning and Teaching, 10(2), 197–210. doi:10.1515/mlt-2015-0003
   Google Scholar
• Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal of Educational Psychology, 98(2), 382–393. doi:10.1037/0022-0663.98.2.382
   Web of Science ®Google Scholar
• Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., & Meece, J. L. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75–138). San Francisco, CA: W.H. Freeman.
   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(3), 215–225. doi: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. doi:10.1146/annurev.psych.53.100901.135153
   PubMed Web of Science ®Google Scholar
• Elliot, A., & McGregor, H. (2001). A 2×2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–509. doi:10.1037/0022-3514.80.3.501
   PubMed Web of Science ®Google Scholar
• Elliott, A., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
   Web of Science ®Google Scholar
• Fabrigar, L. R., & Wegener, D. T. (2011). Exploratory factor analysis. New York, NY: Oxford University Press.
   Google Scholar
• Feldon, D., Callan, G., Juth, S., & Jeong, S. (2019). Cognitive load as motivational cost. Educational Psychology Review, 31, 319–337. doi:10.1007/s10648-019-09464-6
   Web of Science ®Google Scholar
• 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. doi:10.1016/j.cedpsych.2015.03.002
   Web of Science ®Google Scholar
• Gorsuch, R. L. (1983). Factor analysis (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
   Google Scholar
• Greene, B. A., DeBacker, T. K., Ravindran, B., & Krows, A. J. (1999). Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes. Sex Roles, 40(5), 421–458. doi:10.1023/A:1018871610174
   Web of Science ®Google Scholar
• Henninger, J. (2013). Multicultural education: Its importance and effective incorporation into Tanzanian and American music classrooms. TMEC Connections, 28(1), 5.
   Google Scholar
• Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 32, 179–185. doi:10.1007/BF02289447
   Web of Science ®Google Scholar
• Jackson, L. C. (1999). Ethnocultural resistance to multicultural training: Students and faculty. Cultural Diversity & Ethnic Minority Psychology, 5(1), 27–36. doi:10.1037/1099-9809.5.1.27
   PubMedGoogle Scholar
• Jiang, Y., Rosenzweig, E. Q., & Gaspard, H. (2018). An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement. Contemporary Educational Psychology, 54, 139–152. doi:10.1016/j.cedpsych.2018.06.005
   Web of Science ®Google Scholar
• Khaja, K., Springer, J. T., Bigatti, S., Gibau, G. S., Whitehead, D., & Grove, K. (2011). Multicultural teaching: Barriers and recommendations. Journal on Excellence in College Teaching, 21(4), 5–28.
   Google Scholar
• Kouli, O., & Papaioannou, A. G. (2008). Ethnic/cultural identity salience, achievement goals and motivational climate in multicultural physical education classes. Psychology of Sport and Exercise, 10, 45–51. doi:10.1016/j.psychsport.2008.06.001
   Web of Science ®Google Scholar
• Lauermann, F., Tsai, Y., & Eccles, J. S. (2017). Math-related career aspirations and choices within Eccles et al.’s expectancy-value theory of achievement-related behaviors. Developmental Psychology, 53(8), 1540–1559. doi:10.1037/dev0000367
   PubMed Web of Science ®Google Scholar
• Luttrell, V. R., Callen, B. W., Allen, C. S., Wood, M. D., Deeds, D. G., & Richard, D. C. (2010). The mathematics value inventory for general education students: Development and initial validation. Educational and Psychological Measurement, 70, 142–160. doi:10.1177/0013164409344526
   Web of Science ®Google Scholar
• Madkins, T. C. (2011). The Black teacher shortage: A literature review of historical and contemporary trends. Journal of Negro Education, 80(f), 417–427.
   Google Scholar
• Masson, A., Klop, T., & Osseweijer, P. (2016). An analysis of the impact of student-scientist interaction in a technology design activity, using the expectancy-value model of achievement related choice. International Journal of Technology & Design Education, 26(1), 81. doi:10.1007/s10798-014-9296-6
   Web of Science ®Google Scholar
• Matos, L., Lens, W., Vansteenkiste, M., & Mouratidis, A. (2017). Optimal motivation in Peruvian high schools: Should learners pursue and teachers promote mastery goals, performance-approach goals or both? Learning and Individual Differences, 55, 87–96. doi:10.1016/j.lindif.2017.02.003
   Web of Science ®Google Scholar
• McCormick, J., & McPherson, G. (2007). Expectancy-value motivation in the context of a music performance examination. ERA - Humanities & Creative Arts., 11, 37–52. doi:10.1177/10298649070110S203
   Google Scholar
• McMahon, E. (2001). The importance of multicultural education. The American Biology Teacher, 63(3), 153. doi:10.1662/0002-7685(2001)063[0153:TIOME]2.0.CO;2
   Web of Science ®Google Scholar
• Merlin-Knoblich, C., & Chen, J. A. (2018). A survey of school counselor multicultural education behaviors and the obstacles that impede them. Journal of School Counseling, 16(22), 1–33. Retrieved from https://eric.ed.gov/?id=EJ1193600
   Google Scholar
• Mosyjowski, E., Daly, S., Peters, D., Skerlos, S., & Baker, A. (2017). Engineering PhD returners and direct-pathway students: Comparing expectancy, value, and cost. Journal of Engineering Education, 106(4), 639–676. doi:10.1002/jee.v106.4
   Web of Science ®Google Scholar
• National Center for Education Statistics. (2016, May). Racial/ethnic enrollment in public schools. Retrieved from http://nces.ed.gov/programs/coe/indicator_cge.asp
   Google Scholar
• Nelson, S. W., & Guerra, P. L. (2014). Educator beliefs and cultural knowledge: Implications for school improvement efforts. Educational Administration Quarterly, 50(1), 67–95. doi:10.1177/0013161X13488595
   Web of Science ®Google Scholar
• O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavioral Research Methods, Instruments, & Computers, 32, 396–402. doi:10.3758/BF03200807
   PubMedGoogle Scholar
• Paniagua, F. A. (2019). “Fear” is a book of fiction mixed with real events. Open Journal of Political Science, 9, 107–121. Retrieved from http://www.scirp.org/journal/ojps
   Google Scholar
• Parrish, P., & Linder-Van Berschot, J. A. (2010). Cultural dimensions of learning: Addressing the challenges of multicultural instruction. The International Review of Research in Open and Distance Learning, 11(2), 1–19. doi:10.19173/irrodl.v11i2.809
   Google Scholar
• Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values, and costs in college STEM retention. Journal of Educational Psychology, 106, 315–329. doi:10.1037/a0034027
   Web of Science ®Google Scholar
• Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory and research. Contemporary Educational Psychology, 25, 92–104. doi:10.1006/ceps.1999.1017
   PubMed Web of Science ®Google Scholar
• Senko, C., & Dawson, B. (2017). Performance-approach goal effects depend on how they are defined: Meta-analytic evidence from multiple educational outcomes. Journal of Educational Psychology, 109, 574–598. doi:10.1037/edu0000160
   Web of Science ®Google Scholar
• Senko, C., Hulleman, C. S., & Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist, 46(1), 26–47. doi:10.1080/00461520.2011.538646
   Web of Science ®Google Scholar
• Sleeter, C. E. (2001). Preparing teachers from culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106. doi:10.1177/0022487101052002002
   Web of Science ®Google Scholar
• Sleeter, C. E. (2011). The academic and social value of ethnic studies. Washington, DC: National Education Association.
   Google Scholar
• Sleeter, C. E. (2018). Multicultural education past, present, and future: Dialogue and power-sharing. International Journal of Multicultural Education, 20(1), 5–20. doi:10.18251/ijme.v20i1.1663
   Web of Science ®Google Scholar
• Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613–629. doi:10.1037/0003-066X.52.6.613
   PubMed Web of Science ®Google Scholar
• Thompson, B. (2004). Exploratory and confirmatory factor analysis. Washington, DC: American Psychological Association.
   Google Scholar
• Trautwein, U., Marsh, H. W., Nagengast, B., Lüdtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy–Value theory: A latent interaction modeling study. Journal of Educational Psychology, 104(3), 763–777. doi:10.1037/a0027470
   Web of Science ®Google Scholar
• UNESCO. (2009). Investing in cultural diversity and intercultural dialogue: UNESCO world report. Paris, France: Author.
   Google Scholar
• UNESCO. (2014). Multicultural education for global citizenship at the heart of government of andorra’s priorities. Paris, France: Author. Retrieved from http://www.unesco.org/new/en/media-services/single-view/news/multicultural _education_for_global_citizenship_at_the_heart/
   Google Scholar
• United States Census Bureau. (2017). Current population survey, 1995-2016. Retrieved from https://www.census.gov/data/tables/time-series/demo/school-enrollment/cps-historical-time-series.html
   Google Scholar
• Villegas, A., Strom, K., & Lucas, T. (2012). Closing the racial/ethnic gap between students of color and their teachers: An exclusive goal. Equity & Excellence in Education, 45(2), 283–301. doi:10.1080/10665684.2012.656541
   Google Scholar
• Walton, G. M., & Spencer, S. J. (2009). Latent ability: Grades and test scores systematically underestimate the intellectual ability of negatively stereotyped students. Psychological Science, 20, 1132–1139. doi:10.1111/j.1467-9280.2009.02417.x
   PubMed Web of Science ®Google Scholar
• White, L. H., & Worrell, F. C. (2012). Intersections of race, identity, and academic achievement: An essay review of racialized identities: Race and achievement among African American youth by Na’ilah Suad Nasir. Human Development, 55, 97–104. doi:10.1159/000338536
   Web of Science ®Google Scholar
• Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78.
   Web of Science ®Google Scholar
• Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32(2), 59–68. doi:10.1207/s15326985ep3202_1
   Web of Science ®Google Scholar
• Wigfield, A., & Cambria, J. (2010). Expectancy-value theory: Retrospective and prospective. In T. C. Urdan & S. A. Karabenick (Eds.), The decade ahead: Theoretical perspectives on motivation and achievement (Vol. 16, pp. 35–70). Bingley, UK: Emerald Group Publishing Limited.
   Google Scholar
• Wigfield, A., Eccles, J. S., Fredricks, J., Simpkins, S., Roeser, R., & Schiefele, U. (2015). Development of achievement motivation and engagement. In R. Lerner (Series Ed.), M. Lamb, & C. G. Coll (Vol. Eds.), Handbook of child psychology and developmental science (7th ed., Vol. 3, pp. 657–700). New York, NY: Wiley.
   Google Scholar
• Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81. doi:10.1006/ceps.1999.1015
   PubMed Web of Science ®Google Scholar
• Wilson, A., Sokal, L., & Woloshyn, D. (2018). (Re)-defining “teacher”: Preservice teachers with disabilities in Canadian teacher education programs. Australasian Journal of Special and Inclusive Education, 42, 1. doi:10.1017/jsi.2018.2
   Google Scholar
• Wlodkowski, R. J., & Ginsberg, M. B. (1995). Diversity & motivation: Culturally responsive teaching. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Worrell, F. C. (2007). Ethnic identity, academic achievement, and global self-concept in four groups of academically talented adolescents. Gifted Child Quarterly, 51, 23–38. doi:10.1177/0016986206296655
   Web of Science ®Google Scholar
• Worrell, F. C. (2014). Theories school psychologists should know: Culture and academic achievement. Psychology in the Schools, 51, 332–347. doi:10.1002/pits.21756
   Google Scholar
• Yang, Y. (2018). Knowledge or praxis? An attributional perspective in multicultural teacher education. Hauppauge, NY: NOVA. doi:10.1016/j.reuma.2018.04.002
   Google Scholar
• Yang, Y., & Montgomery, D. (2011). Behind cultural competence: The role of causal attribution in multicultural teacher education. Australian Journal of Teacher Education, 36(9). doi:10.14221/ajte.2011v36n9.1
   Google Scholar
• Yang, Y., & Taylor, J. (2013). The role of achievement goals in online test anxiety and help-seeking. Educational Research and Evaluation: an International Journal on Theory and Practice, 19(8), 651–664. doi:10.1080/13803611.2013.811086
   Google Scholar
• Yang, Y., Taylor, J., & Cao, L. (2016). The 3×2 achievement goal model in online test anxiety and help-seeking. International Journal of E-Learning & Distance Education. Retrieved from http://www.ijede.ca/index.php/jde/article/view/914/1628
   Google Scholar