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Parents beliefs processes has shown to relate to their children’s decisions making. Thus, grounded in the expectancy-value theory, the aim of this study was to examine parents’ role in shaping elementary school students’ beliefs and task values toward students’ school-time physical activity (PA) and their moderate-to-vigorous (MVPA) behavior during unstructured recess. A convenience sample of 115 (Mage = 10.12±1.81) children and their parents/guardians were recruited, and their expectancy-beliefs and attainment, utility, and interest values toward school-time PA were assessed. In addition, children’s MVPA during recess was measured using waist-attached accelerometers. Results showed that parents impacted children’s recess PA in different ways depending on children’s gender. In girls, parents’ beliefs and values transferred directly to the subsequent values of their children, whereas parents’ beliefs were the central predictors of boys’ beliefs and values. Parents’ intrinsic value moderated girls’ MVPA via the intrinsic value of the participants possessed (Z = 1.73, p = .010, 90% CI [.36, 2.93]), whereas parents’ beliefs moderated boys’ intrinsic value – MVPA relationship (Z = .78, p < .001, 90% CI [.39, 1.10]). This study suggests applying gender-specific strategies when trying to understand how beliefs and task values impact PA-related behaviors.

The study aimed to determine the effect of learning motivation and reward to the achievement in Science among junior high school students of Botolan District, Division of Zambales during SY 2018-2019. The study revealed that the respondent is a typical female. The respondents “strongly agree” on extrinsic, intrinsic and task value while “agree” on views about learning, self-efficacy and belief of achievement as dimensions of learning motivation. The respondents “agree” on tangible and intangible as dimensions on rewards system. The respondents “strongly agree” on indicators towards reward system. The students obtain a “passed” rating in their academic performance. There is no significant difference on the dimensions of learning motivation. There is no significant difference on the dimensions of reward system. There is no significant difference on the dimensions of reward system when grouped according to sex profile variable. There is no significant relationship between the academic performance and the dimensions on learning motivation. The summary of the researches conducted and the assumptions arrived at, the researcher have to give tangible or intangible rewards to deserving students who are exerting efforts to excel in the science class that there is a necessity to train teachers in how to impart students so that they develop intrinsically motivated, as a substitute of just driven along by the idea of the next external reward; that the teachers are to exercise extreme fairness and equality to give rewards and recognition to deserving students.

The thrust of the study was to investigate the level of academic dishonesty among undergraduate students of Oduduwa University, Ipetu-modu, Nigeria, and to examine the factors that could predispose students to academic dishonesty. These were with a view to providing information on the factors that could predispose students to academic dishonesty. The study employed the survey research design. A sample of 500 students was selected for the study using a multistage sampling procedure. An adapted instrument titled “Questionnaire on Personality Traits, Task Value and Students’ Academic Dishonesty (QPTSA) was used to collect data from the students. The results showed that there was a low level of involvement in academic dishonesty among the students 286(57.5%). It was showed there was a significant relationship between extraversion (β = .051, p < 0.05), agreeableness (β = .131, p < 0.05), neuroticism (β = .327, p < 0.05), openness (β = .002, p < 0.05) and academic dishonesty, while a negative relationship existed between conscientiousness (β =.-264, p > 0.05) and academic dishonesty. Lastly, the result showed that there was a negative correlation between task value and academic dishonesty among undergraduate students (r = -.028, p >0.05). It was concluded that the incident of academic dishonesty was low among the students in the study area. However, neuroticism, extraversion, agreeableness, and openness were responsible for the academic dishonesty among the students in the study area.

The maturation of digital and technological learning in recent years has prompted a global transformation of teaching approaches. The aim of this research is to effectively improve students' learning motivation and their performance of dance skills. Through a quasi-experimental research design, teaching research was conducted with four different teaching approaches including blended learning (BL), flipped learning (FL), online remedial teaching (ORT), and traditional teaching during an 18-week term. The subjects of study were 199 university students in four sections of a dance course. Analysis based on the research results shows that BL is significantly more effective than FL in improving the learning effects of students 'dance skills; it is also significantly more effective than ORT and traditional teaching in improving students' learning motivation, and student reaction to two aspects, “value” and “expectancy.” In addition, students receiving FL not only have better “task value” than students receiving ORT.

The current study aims to investigate whether there is a meaningful effect of self-efficacy and task value on the achievement approach goals in learning science. In line with this purpose, a correlational method was used in the current study. The participants of this study were 310 middle school students from six public schools (close to each other in terms of socio-economic level and opportunities) in different districts of Erzurum in Turkey. Data were collected through two previously validated instruments: The Achievement Goal Questionnaire and The Motivated Strategies for Learning Questionnaire (self-efficacy and task value subscales). The Achievement Goal Questionnaire was used to determine the students' approach goal orientations (mastery-approach and performance-approach) and The Motivated Strategies for Learning Questionnaire scale was used to assess the students’ task value and self-efficacy perceptions. The data obtained were analyzed in two parts. In the first part, SPSS is used for descriptive statistics about variables. The structural Equation Model was used to test the proposed model in the second part. The results of the study have shown that self-efficacy and task value influence the level of students’ mastery and performance approach goals. Besides, task value has a partial mediating effect on the relationship between self-efficacy and achievement approach goals. The results of the study were discussed according to the relevant literature.

Task value has a considerable effect on one’s interest, motivation, and strategies in learning. Additionally, the social contexts in which a learner studies, such as subject specialization and gend...

This study examines how collaborative learning (CL) activities might help to improve student engagement in practical skills acquisition (SEPSA). Using a time lagged data from 205 undergraduate stud...

As an intimidating school subject for students globally, writing requires a high level of motivation, especially for second language (L2) learners. Despite abundant research on motivation in both f...

Two experiments examined the effect of teaching with content relevance strategies on student learning outcomes. In both experiments, college students were randomly assigned to one of three teaching...

The mathematical ability of Indonesian students is still lacking, especially when working on problems that require reasoning. Task value (which consists of intrinsic and attainment/utility values) and growth mindset were considered as factors that can influence student performance in performing complex tasks such as mathematics. A hypothesis formulated based on the purpose of this study as there is an effect of intrinsic value, attainment/utility value, and mindset on elementary student performance in mathematics. The variables in this study were measured by: 1) Subjective Task Value scale (? intrinsic value = 0.87; ? attainment / utility value = 0.79); 2) Implicit Theories of Intelligence scale for mindset (? = 0.84), and 3) mathematical tests (? = 0.84). The subjects of this study were 371 5th grade students in five schools in Jakarta selected by convenience sampling technique. Data processed with Multiple Regression techniques using IBM SPSS 22 for Windows. The analysis showed that the mindset had a greater role than the intrinsic value in predicting mathematical abilities. Also, the attainment/utility value did not significantly predict the performance of 5th-grade students. Keywords: Elementary School Students; Mathematics; Mindset; Task Value. Abstrak Tingkat kemampuan matematika para siswa Indonesia pada umumnya masih tergolong kurang, terutama saat mengerjakan soal yang membutuhkan penalaran. Task value ( yang terdiri dari intrinsic dan attainment/utility value) dan growth mindset dipertimbangkan sebagai faktor-faktor yang dapat memengaruhi kinerja siswa dalam mengerjakan tugas rumit seperti matematika. Tujuan penelitian ini dituangkan dalam suatu hipotesis yaitu terdapat pengaruh skor intrinsic value , attainment/utility value, dan mindset terhadap kinerja siswa SD dalam matematika. Variabel-variabel dalam penelitian ini diukur dengan: 1) skala Subjective Task Value (? intrinsic value = 0,87; ? attainment/utility value = 0,79); 2) skala Implicit Theories of Intelligence untuk mindset (?=0,84), dan 3) tes matematika ( ?=0,72 ) . Subjek penelitian ini adalah 371 siswa kelas 5 SD pada lima sekolah di Jakarta yang dipilih dengan teknik convenience sampling. Data diolah dengan teknik Multiple Regression menggunakan IBM SPSS 22 for Windows. Hasil analisis menunjukkan bahwa mindset memiliki peranan yang lebih besar daripada intrinsic value dalam memprediksi kemampuan matematika. Selain itu, attainment/utility value tidak secara signifikan memprediksi kinerja siswa kelas 5 SD. Kata kunci: Matematika; Mindset ; Siswa SD; Task Value .

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.

Two studies were conducted to determine students’ motives for choosing between an individual test or a group assignment. The first study used a 20-item questionnaire to investigate the motivational...

Purpose of the study: This study aimed to investigate the influence of task-value, goal orientation and self-efficacy on the help-seeking of the students, and thereafter on the academic performance. Methodology: To carry out research findings, a quantitative survey was applied by employing a self-regulated online learning questionnaire (SOL-Q), and a Motivated Strategies for Learning Questionnaire (MSLQ).A total of 317 university Arabic learners participated in the present study. Analysis of data used SPSS version 22 software. Both descriptive and inferential statistics were used to analyse the data and to examine the relationship among learners’ help-seeking, motivation, and learners’ GPA. Main Findings: The results of the present study provide support to the motivational beliefs (SE and TV) predict help-seeking, and students who endorsed high self-efficacy are more likely seeking help from others, and achieve high performance as well. Applications of this study: This study will enable faculty management, instructors, and students to better understand the essential role of help-seeking and motivational factors in Arabic language learning. Novelty/Originality of this study: The case of Self-Efficacy, Task Value, Goal Orientation, Help-Seeking, and Academic Performance were widely explained by the number of researchers. But there is no recent publication that has explained the influence of Self-Efficacy, Task Value, and Goal Orientation on Help-Seeking within the Arabic learning context.

As the university environment can present unique challenges, it is important to look at the ways in which childhood trauma can impact student resilience, especially in non-Western contexts. The pre...

This three-year longitudinal study examines Taiwanese rural junior high school students’ motivational changes regarding learning English. The same questionnaire measuring their levels of motivation was conducted throughout five semesters across three school years. Seven motivational aspects, including intrinsic, extrinsic, task value, control beliefs, self-efficacy, expectancy and test anxiety, were measured each semester. The overall findings suggest that these rural students started with higher levels of intrinsic, extrinsic and task-related motivation compared to the other motivational aspects; also that girls generally presented higher motivation levels than boys. More generally, students reported mild-to-low level motivation, which indicated that rural students’ EFL motivation would decrease during their school years. The results suggest both English teacher and homeroom teacher appear to play vital roles in affecting rural students’ motivation. Such findings signal a need for English teachers and educational authorities to reconsider the methods used for both developing and improving rural students’ motivation to learn English throughout their junior high school years. Other factors, including gender and English engagement after school, were also found to be effective. This study also suggests practical recommendations for English learning and teaching in rural Taiwanese high schools, which may be effective in other EFL contexts.

This study investigated university teachers’ characteristics and their influence on teaching practices: Coming from expectancy-value theory, teachers’ personal value of teaching was introduced as a...

Exploring the motivational regulation strategies is of significance in Second Language Acquisition. To better understand the strategies used by Chinese college students to regulate their motivation in learning English, this study sampled 256 college students of a Chinese-foreign Cooperative Project in one of the “Double First-rate” colleges in Henan, mainland China. Data were collected through a questionnaire on motivational regulation strategies．An exploratory factor analysis has yielded six types of motivational regulation strategies, which encompass academic achievement enhancement, interest enhancement, peer competitive stimulation, self-reward, volitional control and task value enhancement. The results of descriptive statistical analysis show that all the six strategies were used with medium to high frequency. The results of independent sample T test have shown that the only peer competitive stimulation strategy of female students is significantly better than that of male students among the six motivational regulation strategies. The results of one-way ANOVA indicate that high level students in English are better at using regulation strategies to sustain and promote motivation than low level students. Lastly, this study suggests students be trained in motivational regulation strategies, especially in those that can help promote the intrinsic and integrative motivation.

This study investigated the relationships among teachers' motivational beliefs, motivational regulation, and their learning engagement in online professional learning communities. More importantly, teachers' online learning behaviors were collected and used as indicates of learning engagement. 520 teachers involved in a training program were surveyed. The results of regression analyses showed that teachers' perceived task value positively predicted their online learning engagement. Moreover, teachers' motivational regulation played a partial mediating role in the predicting power of perceived task value to learning engagement. In addition, the first half of the mediating path among perceived task value, motivational regulation, and learning engagement was moderated by teachers' self-efficacy. The moderating effect on motivational regulation was higher for teachers with a high sense of self-efficacy than those with a low sense of self-efficacy. Therefore, it was suggested to assign learning tasks that meet the needs of teachers and pay attention to the cultivation of teachers’ self-efficacy beliefs to increase their learning engagement in online professional learning communities. The limitations and the future research directions were discussed.

Given the far-reaching impact of K-12 online education on China's educational services, the study explores the relationship between achievement goal orientation, online learning task value, motivational regulation strategies and academic procrastination using the questionnaire approach with 880 junior high school students who are studying online courses through various online platforms. Results indicated that (1) mastery-approach orientation was related negatively, while performance-avoidance orientation was related positively to academic procrastination. Correlation between mastery-avoidance orientation, performance-approach orientation and academic procrastination failed to reach significance. (2) Mediation analysis verified task value as a partial mediator of the effect of mastery-approach on academic procrastination, and its suppressing effect of the direct effect of mastery-avoidance and performance-approach orientations on academic procrastination. (3) The analysis also validated motivational regulation as a partial mediator of the effect of mastery-approach on academic procrastination, and its suppressing effect of mastery-avoidance and performance-approach on academic procrastination. (4) Task value and motivational regulation also play a chain mediating role between mastery-approach and academic procrastination, while their chain mediating effects of mastery-avoidance and performance-approach on academic procrastination turn out to be suppressing effect. Recommendations were made based on the analysis to improve the students’ online learning efficiency.

Introduction\ud As part of the BSc (Hons) Diagnostic Radiography programme students learn and undertake research relevant to their development as first post radiographers (dose optimisation and image quality) within the Research-Informed Teaching experience (RiTe). Due to the COVID-19 pandemic, the delivery of RiTe to our year 2 students was moved to an online format using Microsoft Teams and Blackboard Collaborate and focused on a key area of current practice - COVID-19 and chest X-ray imaging. Within RiTe students are placed into collaborative enquiry-based learning (CEBL) groups to share tasks, but to also support and learn from one another.\ud \ud Methods\ud An online survey was used to explore the year 2 student cohort task value and self-efficacy of this online version of RiTe.\ud \ud Results\ud A 73% (32/44) response rate was achieved. Students found the online version of RiTe to be a positive learning and development experience. There was strong agreement that they not only found it relevant to their area of practice (task-value), but also strongly agreed that they understood and could master the skills taught (self-efficacy).\ud \ud Conclusion\ud This online version of RiTe was effectively structured to help scaffold student learning and development of research data analysis skills despite the lack of face-to-face teaching. The students also valued the topic area (COVID-19 and chest X-ray imaging). A blended learning approach with RiTe will be used next year with a combination of collaborative online teaching and physical data collection and analysis in the university-based X-ray imaging laboratory. Further evaluation and data collection will also be undertaken.\ud \ud Implications for practice\ud University-based empirical work in groups to learn about research can be replaced by an online mechanism whilst still maintaining task-value and acceptable self-efficacy.

Pembelajaran jarak jauh (PJJ) menjadi metode pembelajaran yang semakin banyak digunakan sebagai alternatif selama masa pandemi COVID-19 pada mahasiswa. Hal ini menyebabkan mahasiswa harus lebih mampu meregulasi proses belajarnya secara mandiri. Penelitian ini bertujuan untuk menguji pengaruh literasi digital dan task value terhadap self-regulated learning (SRL) pada mahasiswa jenjang sarjana yang mengikuti PJJ di masa pandemi COVID-19. Partisipan merupakan 420 mahasiswa dari berbagai fakultas di 10 perguruan tinggi negeri Indonesia yang bersedia mengisi survei daring, yang terdiri dari tiga alat ukur yang telah divalidasi. Hasil analisis regresi menunjukkan bahwa terdapat pengaruh yang positif dan signifikan dari literasi digital dan task value secara bersama-sama terhadap kemampuan SRL. Task value juga diketahui memiliki kontribusi relatif yang lebih besar dibandingkan dengan literasi digital dalam memprediksi SRL mahasiswa. Temuan ini dapat menjadi dasar dalam menentukan kebijakan atau intervensi untuk meningkatkan kemampuan SRL pada mahasiswa yang mengikuti PJJ.

The aim of this review was to identify the motivational constructs which were mostly associated with self-regulated learning and how these motivational constructs were related to self-regulated learning. There were 20 studies (N=8,759) met inclusion criteria for this review. In overall, the evidence of the included studies showed that motivational constructs such as self-efficacy, intrinsic goal orientation, task value, and control of learning beliefs were positively and significantly related to and in predicting self-regulated learning; test anxiety was negatively and insignificantly related to and in predicting self-regulated learning; inconsistent results were observed for extrinsic goal orientation as it could be positively or negatively related to and in predicting self-regulated learning.

Introduction The Pathways to Underachievement model (PUM; Snyder & Linnenbrink-Garcia, 2013) is a person-oriented framework identifying two distinct patterns of self- and value beliefs that help explain underachievement among cognitively highly able students. This framework was developed to clear up inconclusive findings from variable-centered underachievement research, but has not been previously empirically tested. Methods The present study aimed to test the PUM by investigating (a) whether the predicted motivational profiles are evident among a sample of high-ability students (IQ ≥120) beginning secondary school in Flanders, Belgium (N=403, Mage = 12.2 years, 60.5% males) and (b) whether these profiles relate to students’ (dis)engagement from and (under)achievement in school, as assessed by the students, their parents and teachers, and school grades. Latent profile analysis was performed on five motivational dimensions: academic self-concept, self-worth contingency, task value beliefs, entity beliefs, and attainment/utility value, and outcomes were compared across profiles using the BCH method. Results Latent profile analysis identified four profiles, each involving a distinct patterns of motivational variables. Two of the profiles exhibited maladaptive variable patterns consistent with the distinct profiles theorized by the PUM. Furthermore, profile differences in (dis)engagement and (under)achievement outcomes generally corresponded with the predictions of the PUM across multiple perspectives. Conclusion This study found distinct maladaptive motivational profiles that were each linked to the outcomes hypothesized by the PUM. These findings establish empirically that there are qualitatively different types of high-ability underachievers, which supports the Pathways to Underachievement model and gives momentum to person-oriented analysis within underachievement research. ispartof: Journal Of Adolescence vol:88 pages:146-161 ispartof: location:England status: published

It is important in current society to be able to self-regulate your learning process by identifying gaps in your knowledge and skills, and by undertaking activities that can close these gaps. The studies reported in this dissertation investigated among secondary-school students what the effects are of different types of guidance on learning-task selection. Additionally, the effects of guidance on the acquisition of domain-specific skills and motivation, and the effects of conformity to guidance and the aforementioned variables were also investigated. Each experiment approximately used the same method: Secondary-school students first made a prior-knowledge test and watched training videos. Next, they selected and practiced 8 learning tasks from a selection diagram, in which 75 tasks were classified based on their difficulty and support levels. Each task consisted of the same five problem-solving steps. After practice, they made a final test.Study 1 investigated the task-selection process through the Model for Self-Regulated Learning-Task Selection (SRLTS model), which describes how the difficulty level of learning tasks can be selected through performance estimates, the support level through mental effort ratings, and the content through Judgements of Learning. The results suggested that students tend to overestimate their own performance and that their selections deviated from the tasks that the SRLTS model would have advised. This suggests that students could benefit from task-selection guidance, which was investigated in Studies 2, 3 and 4. The results from Study 2 suggested that task-selection guidance which combines specific, simple feedback with strategic, activating advice can help students to select more difficult tasks, and tasks with less support, than students who select tasks without guidance. No differences were found in acquired domain-specific skills on the final test between the students who selected with and without guidance, but conforming more often to the guidance was predictive of higher domain-specific skill acquisition. Study 3 confirmed the result regarding the selection of difficulty levels, but not support levels. It also showed no difference in acquired domain-specific skills between students that selected tasks with and without guidance, and conforming to guidance was not predictive of domain-specific skill acquisition. There seemed to be a relation between conformity and motivation, but it remained unclear which motivational variable (task value or self-efficacy) was responsible for this finding. Study 4 compared the guidance from the previous studies with computer-selected tasks using the same feedback and advice from the guidance. These results suggested that the computer-selected tasks were more difficult than the learner-selected tasks. Furthermore, tasks selected by students with guidance were more difficult than without guidance. Again, no effects were found for support levels or acquired domain-specific skills. Also, no relation was found between conformity and motivation. Taken together, the results from these studies suggest that guidance which combines simple feedback with activating strategic advice can stimulate students to select more difficult tasks than they would without guidance. The SRLTS model was further developed through these results and provides a normative method for the selection of the difficulty level of learning tasks by both teachers and students.