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Self-regulated learning (SRL) is critical in online learning, and profiling learners’ SRL patterns is needed to provide personalized support. However, little research has examined how each learner performs the cyclical phases of SRL based on trace data. To fill the gap, this study attempts to derive SRL profiles encompassing all cyclical phases of forethought, performance, and self-reflection based on learning analytics and establish specific SRL support by exploring profile membership predictors and distal outcomes. Through profiling 106 students in a university online course using Latent profile analysis (LPA), four distinctive SRL profile types emerged: Super Self-Regulated Learners, All-around Self-Regulated Learners, Unbalanced Self-Regulated Learners, and Minimally Self-Regulated Learners. Multinomial logistic regression analysis revealed that task value and teaching presence significantly predicted profile membership. Additionally, multivariate analysis of variance (MANOVA) showed that cognitive, affective, behavioral, and agentic engagement and learning achievement differed significantly among the four profiles. More instructional strategies for supporting SRL are described in the paper. [ABSTRACT FROM AUTHOR]

This research applied the perspectives of volition theory and goal setting theory to analyze the effects of teachers' volitional strategies and task value on goal commitment in remedial teaching. The samples were collected from 92 elementary schools and 460 teachers with remedial teaching experiences were invited to participate in this study. There were 296 responses, recovery rated of 64.3%. Multivariate analysis of variance and structural equation modeling were employed to analyze the data. The results revealed, first, significant differences in volitional strategies and goal commitment were observed among teachers with different degrees of teaching experiences. Those who possessed more remedial teaching experiences had better volitional strategies and goal commitment; Second, significant differences were displayed in volitional strategies between remedial teaching teachers from different professional backgrounds. Teachers with a good professional background had shown higher volitional strategies in self-efficacy enhancement dimension. Finally, teachers' volitional strategies and task value were found with strong and moderate effects, respectively, on the goal commitment of remedial teaching. The findings provided useful information for teacher preparation programs. [ABSTRACT FROM AUTHOR]

Based on expectancy-value theory, this study adopted a person-centred approach to explore the heterogeneous profiles of secondary German and Taiwanese students' mathematical modelling task values, and examined the differences in their mathematical modelling performance, controlling for the variable of intra-mathematical knowledge among the heterogeneous profiles. Authors conducted a survey study of 452 ninth graders (201 German students and 251 Taiwanese students). The results showed that German and Taiwanese students respectively displayed three profiles of mathematical modelling task values: a) moderate utility and moderate interest/attainment, b) high utility but low interest/attainment, and c) low utility but high interest/attainment. Furthermore, different profiles of mathematical modelling task values showed significant differences in mathematical modelling performance for Taiwanese students but not for German students, even after removing the variable of intra-mathematical knowledge. This study advances the understanding of students' mathematical modelling task values and its relation with their mathematical modelling performance by the expectancy-value model of achievement motivation and person-centred analyses, and sheds light on the learning and teaching of mathematical modelling. [ABSTRACT FROM AUTHOR]

Dimensional comparison theory (DCT; Möller & Marsh 2013:Psychological Review, 120(3), 544–560), first formulated 10 years ago, describes individuals’ internal comparison processes applied between different areas of their lives. Dimensional comparisons explain the seemingly counterintuitive phenomenon that students’ verbal and mathematical self-concepts are almost uncorrelated, even though mathematical and verbal performances correlate highly positively: When students compare their performance in verbal and mathematical domains, dimensional comparisons lead to a contrast effect: students overestimate their ability in the intra-individually better domain and underestimate their ability in their intra-individually weaker domain, leading to near-zero correlations between the respective self-concepts. This paper describes diverse extensions of the classic DCT into a variety of predictors (especially various school subjects, beyond math and native language) and criteria (especially task value components, in addition to subject-specific self-concepts) and extensions of the applicability of the DCT as an educational psychological theory to contexts such as clinical and health psychology. Recent findings on the psychological processes that trigger, accompany, and follow dimensional comparisons are summarized, before an overview of different methods to capture dimensional comparisons is given, and further research directions are discussed. [ABSTRACT FROM AUTHOR]

Expectancy-value theory of achievement motivation has attracted the interest of many researchers over the last four decades. However, little research has discussed the situative and culturally focused aspects of this theory. The present study aims to validate a Chinese version of the expectancy value scale (EVS) and compare mathematics achievement motivation between Dai and Han ethnic groups to illustrate the influence of cultural background on students' developing expectancy and task value. Seven hundred ninety-seven Dai and Han secondary school students from Xishuangbanna, China, participated in this study. Confirmatory factor analyses and multi-group analyses were used to examine the validity of the EVS and measurement invariance across Dai and Han groups, respectively. Results indicated that the EVS possessed sufficient psychometric properties and measurement invariance across Dai and Han groups. Besides, there was no significant difference in mathematics expectancy between these two groups, while the task values of Dai students were significantly lower than those of Han students. Possible cultural explanations for the results and the implications for school practitioners are discussed. [ABSTRACT FROM AUTHOR]

According to expectancy-value models, two important motivational constructs are task value and self-efficacy expectations. As students work intensively on mathematical problems in the classroom, teachers need the competence to judge whether students value solving the problem and how confident they are that they will succeed. However, not much is known about the mechanisms behind teachers' judgments concerning students' motivation. The goal of the present study was to answer the following research questions: (a) How do preservice teachers rate their own task value and self-efficacy for modelling, word, and intramathematical problems? (b) Are there differences in preservice teachers' diagnostic judgments concerning school students' task value and self-efficacy for modelling, word, and intramathematical problems? (c) Do preservice teachers' own task value and self-efficacy for modelling, word, and intramathematical problems differ from preservice teachers' judgments of school students' task value and self-efficacy? A total of 182 preservice teachers were asked about the value of 12 problems, their confidence in solving the problems, and how hypothetical ninth graders would judge these constructs. Preservice teachers' ratings of their own perceptions regarding both constructs were lower for modelling problems than for other problems. When judging school students' motivation, ratings of both constructs were higher for word problems. Preservice teachers' ratings of their own motivation were significantly higher across all types of problems than their judgments of school students' perspectives. A positive correlation between preservice teachers' own motivation and their judgments of school students' motivation indicates the importance of teachers' perceptions of their own motivation to solve mathematical problems for diagnostic judgments. [ABSTRACT FROM AUTHOR]

Maximizing the utility of large-scale Internet of Things (IoT) is an important issue in practice. In this paper, we attempt to improve the performance of IoT edge computing system (IoT ECS) from a perspective of task value, which decays with execution time. We consider such an IoT ECS which is composed of multiple mobile equipments (MEs) and edge nodes (ENs). Each ME holds a task with a certain task value decay curve (TVDC) that decides whether to execute locally or at the edge nodes. Further more, we use a system utility function to describe the overall performance of the network by trading-off task value, calculation cost, and network risk factor. We convert the IoT ECS utility maximization problem into a multi-knapsack and multi-dimensional knapsack problem and prove it's NP-hard. Then, we adopt the piecewise linearization method to conquer the non-linear, even non-convex challenge of the objective function, and develop a distributed task offloading scheme based on Lagrange relaxation framework (TOS-LRPLM). Finally, numerical experiments prove the effectiveness of our proposed strategies and its superiority to others. [ABSTRACT FROM AUTHOR]

Girls' attitudes towards mathematics can impact their achievement and career choices in STEM fields. Can the introduction of inquiry-based learning (IBL) in mathematics classes generate positive associations between girls' perceptions of the learning environment and their attitudes towards mathematics? Based in the United Arab Emirates, this study provided important information about the relationships between learning environment factors central to an inquiry method and student engagement. Data collection involved administering two surveys to female mathematics students (N = 291) in four schools: one to assess students' perceptions of the learning environment and another to assess students' attitudes towards mathematics. Positive and statistically-significant (p <.01) associations emerged between learning environment factors important to an inquiry approach and students' attitudes. These findings provide important information about how IBL might improve girls' attitudes towards mathematics classes and whether IBL environments are related to their attitudes. [ABSTRACT FROM AUTHOR]

As a result of COVID-19, various forms of education and teaching are moving online. However, the notion of an online STEM camp is still in its beginnings, and there is little relevant research and experience in this context. At the beginning of April 2021, the research team launched an online STEM charity camp with the theme of "Shen Nong Tastes Herbs." Participants included 113 third- and fourth-grade primary school students ranging from 8 to 12 years of age from four schools in Karamay, Xinjiang Uygur Autonomous Region with weak educational capabilities. The camp lasted for 3 days and included 7 activities, while remote teaching was accomplished through Dingtalk. Pre- and post-test questionnaires and interviews were used to explore the impact of this camp on students. We found that online STEM camps could improve students' self-efficacy, computational thinking, and task value, and there is a significant improvement in the self-efficacy (p = 0.000) and task value (p = 0.001) dimensions. In addition, students with high self-efficacy had higher scores in the other two dimensions. Finally, we summarized the experiences and gains of students and teachers and proposed suggestions for developing online camps based on this experience. What Is Already Known About this Topic • STEM and robotics education have a positive impact on student development. • Students' self-efficacy, computational thinking, and task value are very important and popular research areas in STEM education. • STEM education camps can promote students' teamwork skills and other abilities. However, due to the influence of the COVID-19 pandemic, there is little research concerning online STEM education. What this Paper Contributes • An online STEM education charity camp was launched for schools with weak educational capabilities. • Against the backdrop of the COVID-19 pandemic, the online camp effectively integrated traditional Chinese herbal medicine culture, LEGO robots, and STEM knowledge. • This paper explored the relationship among students'' self-efficacy, computational thinking and task value. Implications for Practice and/or Policy • This paper developed an online STEM course with multidisciplinary integration to provide ideas for instructional designers. • This paper summarized the experience of online STEM education camps and provided suggestions for the implementation of online camps in the future. • This paper encouraged more educators to pay attention to students living in areas with weak educational capabilities and to actually promote the balanced development of education. [ABSTRACT FROM AUTHOR]

The current study examines reciprocal influences of homework purposes (approval-seeking, self-regulatory, and academic) and math achievement, using data from 1365 students in grade 8 at two measurement points. Results indicated there were positive reciprocal influences of (a) academic purpose and achievement, and (b) academic purpose and self-regulatory purpose. Results further revealed that prior achievement had a positive effect on later self-regulatory purpose. Meanwhile, prior approval-seeking purpose had a negative effect on later achievement. Taken together, the present study advance extant research, by differentiating three types of homework purposes using models of reciprocal influences, and by showing their respective relationships with math achievement over time. [ABSTRACT FROM AUTHOR]

Background: Boredom during learning activities has the potential of impeding attention, motivation, learning and eventually achievement. Yet, research focusing on its possible antecedents seems to have received less attention especially within the physics domain. Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students' reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics. A sample of 375 (56% females) randomly selected 9th grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study. Results: Data collected from students' self-reports using standardised instruments revealed that higher levels of PTAS, self-efficacy, and task value were significantly associated with lower levels of boredom during physics learning. Females reported significantly greater task value for learning physics than the males. Self-efficacy (β = −.10, p <.05) and task value (β = −.09, p <.01) partially mediated the relationship between PTAS and boredom. PTAS showed significant direct negative contributions to boredom (β = −.34, p <.001). Conclusion: These findings provide support for theory and practice about the importance of promoting autonomy among students by adjusting instructional behaviours among teachers of physics. Teacher autonomy supportive behaviours influence formation of students' beliefs about ability, subjective value and learning-related boredom in physics. Implications and suggestions for further research are also discussed in this paper. [ABSTRACT FROM AUTHOR]

In response to the underrepresentation of minoritized groups employed in the computer science (CS) field, this study aims to enhance underrepresented minoritized (URM) students' motivation for CS through an intervention informed by culturally relevant pedagogy theory in a required high school mathematics course. This intervention integrated culture, art, geometry, and coding through the virtual presentation of a Native American star quilt design using Python coding language and a video of a CS role model of Latino descent. Participants were 133 URM high school students across six 10th grade geometry classes. Three of the six geometry classes were randomly assigned to receive the intervention. Both quantitative and qualitative analysis were conducted to assess the effects of this intervention. Results indicated that the intervention had a positive effect on the development of URM students' computer science-oriented possible selves. Moreover, several qualitative themes emerged in how URM students connected with the CS role model. [ABSTRACT FROM AUTHOR]

Though it is well-accepted that Task-Technology Fit theory is a useful framework for examining university student success in online courses, the effectiveness of the theory has rarely been studied with graduate-level students or with a sample representing more than a few universities or programs. The current study investigated learners' perceived performance in a national sample of students in over 400 graduate-level online learning environments through a path analysis involving five theoretically important constructs in the context of Task-Technology Fit theory. The results demonstrate that learners' perceived performance will by and large be most greatly influenced by the value of the task. Task value was the strongest predictor after controlling for other variables in the model, followed by quality of content. Learner performance depends on how they perceive both the quality of the content as well as the design of the course itself. The Ease of use, relationships between users, and technology satisfaction had weaker relationships with performance, all leading to the understanding that online education organizations and information systems companies worldwide should emphasize usability when designing LMSs if the goal is to boost learners' performance and satisfaction. [ABSTRACT FROM AUTHOR]

The one-to-one computing environment provides students adaptive and individualized learning experiences, which has the great potential to enhance their learning performances, but it also requires students to actively motivate themselves to self-regulate their learning processes. This study examined the relationships between self-efficacy, task values, and self-regulated learning (SRL) in a one-to-one computing environment. Specifically, how task values (intrinsic value, utility value, and cost) mediate the relationship between students’ self-efficacy and SRL was explored. A total of 299 seventh grade students (176 boys and 123 girls, with an average age of 15) from 8 classrooms of one public school volunteered to participate in this study. They were asked to complete a questionnaire pertaining to their perceptions of task values, self-efficacy, and SRL when using eSchoolbag, a type of one-to-one computing environment, to assist their learning. Results revealed that self-efficacy was a significant predictor of students’ SRL, and their intrinsic value, utility value, and cost. Intrinsic value and utility value both significantly predict students’ SRL. However, the cost of a task did not predict students’ SRL. Utility value significantly mediated the relationship between self-efficacy and SRL, whereas the indirect effect of self-efficacy on SRL mediated by intrinsic value was not significant. The findings from this study provided important practical implications for the teaching and learning in one-to-one computing environment. [ABSTRACT FROM AUTHOR]

Persistence is an important indicator of academic success in higher education. Academic stress, which influences individuals' learning motivation and behaviors, is inevitable in college life; however, individuals handle it differently based on their expectancy and value beliefs. In this study, academic stress, academic self-efficacy, and task value were chosen as predictors of persistence in learning, and the joint relationship between them was examined. The sample comprised 483 Korean college students. A multiple regression analysis was performed. The results revealed significant main and interaction effects, including a three-way interaction effect of academic stress, academic self-efficacy, and task value on persistence in learning. Particularly, students with strong motivation were less affected by a stressful and demanding environment. Furthermore, academic stress did not appear to be an exclusively negative factor and could be a catalyst to boost persistence in some conditions. Implications of the findings for promoting persistence in learning are discussed. [ABSTRACT FROM AUTHOR]

Posing modelling problems in class is supposed to increase students’ motivation. As motivation is assumed to emerge from task value and self-efficacy expectations, the present study considered both constructs with the aims to examine (1) whether students have different values and self-efficacy expectations concerning modelling problems versus dressed up word problems and intra-mathematical problems and (2) whether mathematical content influences task value and self-efficacy concerning different types of problems. We asked 90 high- and middle-track students (ninth- and tenth-graders) how much they valued modelling problems, dressed up word problems, and intra-mathematical problems and if they were confident they could solve these types of problems. All of the problems that we used could be solved by applying mathematical procedures from two different mathematical content areas (Pythagorean theorem or linear functions). The results indicated that there were significant differences in students’ task values and self-efficacy depending on the type of problem. Students reported the lowest task values and self-efficacy expectations for modelling problems compared with the other types of problems. Moreover, the differences between students’ task values (but not between students’ self-efficacy expectations) within the three types of problems seemed to depend on the mathematical content area. Intra-mathematical problems that could be solved by applying the Pythagorean theorem were valued higher than problems involving linear functions, whereas for modelling and dressed up word problems, it was the other way around. Implications for future research and classroom practice are discussed. [ABSTRACT FROM AUTHOR]

The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students' self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students' psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science. [ABSTRACT FROM AUTHOR]

A primary objective of education is to prepare individuals to be effective learners. This entails developing the cognitive, motivational, and metacognitive knowledge. From the perspective of educational psychology, existing psychological paradigms present diverse visions of the nature of the learner. To be an effective learner, as Jarvis (2005) contended, involves adopting an eclectic position and developing an adequate level of each paradigm. This study is an attempt to identify and examine the interrelationship among a host of cognitive, motivational, and metacognitive variables within a single framework. In particular, task value, metacognitive self-regulation, and ambiguity tolerance and their role in predicting learner's test anxiety, learning strategies, and language achievement were studied. The participants included 180 English as foreign language (EFL) learners with M.A. and B.A. degrees from a university in Mashhad, Iran. To measure the variables, two sets of questionnaires were employed. Task value, metacognitive self-regulation, test anxiety, and learning strategies were assessed through the Motivated Strategies for Learning Questionnaire (MSLQ) developed by Pintrich et al. (1993). To gauge ambiguity tolerance, the Ambiguity Tolerance in Second Language Learning Questionnaire (SLAT) designed by Ely (1995) was utilized. The results estimated via structural equation modeling (SEM) revealed that learners' self-regulation had a significant influence on language achievement. There was also a positive and direct association between cognitive components and metacognitive components. Additionally, it was found that the students' motivational components had a significant association with cognitive components. Finally, motivational and cognitive factors indirectly influenced on language achievement. [ABSTRACT FROM AUTHOR]

The relationships among future-oriented motivation, self-efficacy, task values of science, and achievement outcomes were investigated among 15-year-olds across four Asian nations who participated in the Program for International Student Assessment (PISA) of the Organization for Economic Cooperation and Development (OECD). The factor structure of theoretical constructs as well as the causal structure of the expectancy-value model is found to be invariant across the four countries. The future goals influence the perceptions of value among the variety of tasks individuals face. Students' subjective task values predict their science-related activities more strongly than did their self-efficacy. Self-efficacy is more strongly linked to competence than is task values in terms of total effects. The results extend the expectancy-value theory into Eastern Asian cultures. [ABSTRACT FROM AUTHOR]

Two studies tested how the effects of a utility value manipulation on interest and performance were moderated by expectations for success. College students learned a new technique for mentally solving multiplication problems with instructions containing task utility information or not. In Study 1 ( N = 62), the effect of the utility value information was positive for individuals with high success expectancies, but negative for individuals with low success expectancies. Study 2 ( N = 148) examined the causal role of success expectancies by manipulating whether participants received an expectancy boost before receiving the utility manipulation. The results showed further support for the importance of success expectancies in moderating the effect of directly-communicated utility value. The results are discussed in relation to other research on utility value, interest, and expectancy-value models of achievement behavior. [ABSTRACT FROM AUTHOR]

Prospective elementary teachers’ ( N = 148) motivation to participate in whole-class discussions during mathematics content courses for teachers, as expressed in their own words on an open-ended questionnaire, were studied. Results indicated that prospective teachers were motivated by positive utility values for participating (to achieve a short-term goal of learning mathematics or a long-term goal of becoming a teacher), to demonstrate competence (to achieve performance-approach goals), or to help others (to achieve social goals). Negative utility values for participating were expressed by those who preferred to learn through actively listening. Five motivational profiles, as composed of interactions among motivational values, beliefs, goals and self-reported participation practices, were prevalent in this sample. Self-reported variations among participants’ utility values and participation practices suggested that prospective teachers engaged differentially in opportunities to learn to communicate mathematically. Results provide pedagogical learner knowledge for mathematics teacher educators. [ABSTRACT FROM AUTHOR]