Beyond Utility Value Interventions: The Why, When, and How for Next Steps in Expectancy-Value Intervention Research

Autor/inn/en	Rosenzweig, Emily Q.; Wigfield, Allan; Eccles, Jacquelynne S.
Titel	Beyond Utility Value Interventions: The Why, When, and How for Next Steps in Expectancy-Value Intervention Research
Quelle	In: Educational Psychologist, 57 (2022) 1, S.11-30 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rosenzweig, Emily Q.) ORCID (Eccles, Jacquelynne S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2021.1984242
Schlagwörter	Student Motivation; Intervention; Theories; Student Attitudes; Expectation; Beliefs; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Schulische Motivation; Theory; Theorie; Schülerverhalten; Expectancy; Erwartung; Belief; Glaube; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Motivational interventions grounded in Eccles and colleagues' situated expectancy-value theory (SEVT) can promote students' motivational beliefs and academic performance. However, most prior work has focused on one construct, perceived utility value. SEVT includes multiple constructs found to influence students' academic motivation, performance, and choices. We therefore believe it is time to move beyond a sole focus on utility value by exploring interventions that are designed to impact the other central constructs in the theory. In this article we provide theoretical and research-based recommendations for the design of such interventions, focusing on the why, when, and how of their implementation. We discuss interventions to target students' attainment value, intrinsic value, perceived cost, expectancies for success and/or ability beliefs, and different combinations of SEVT constructs. We conclude by discussing ideas for SEVT-based interventions that can address the situated, synergistic, and dynamic nature of motivation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01