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Members of swimming relays often show effort gains in relays (i.e., more effort and faster swimming times in the relay vs. the individual competition). The weakest relay members typically exhibit the most pronounced effort gains. However, the underlying psychological processes are unclear. Prior research suggests social comparisons with stronger fellow relay members, perceived social indispensability, or a combination of both processes as plausible mediators. In Study 1, using linear mixed model and regression analyses on N = 239 observations from 222 elite U.S. college swimmers, we found empirical support only for the social indispensability hypothesis. Study 2, a survey among N = 46 German national team swimmers, substantiated the results, because the athletes most often mentioned processes related to social indispensability as motivating them. Our findings offer theoretical conclusions for expectancy × value models on team member effort expenditure and practical implications for coaching and selecting the weakest members for swimming relays. [ABSTRACT FROM AUTHOR]

AbstractThis study applied expectancy-value theory (EVT) to examine the impact of diagnostic language assessment (DLA) on the learning activities of a group of Chinese learners of English as a foreign language (EFL). A model of test impact on learning was conceptualized by integrating EVT and DLA theories. Structural equation modeling (SEM) was performed to explore how the test’s diagnostic power influenced remedial learning through subjective task value, which encompassed attainment and utility values. The results indicated that the test’s diagnostic power positively influenced students’ attainment value, utility value, and remedial learning. While utility value mediated the relationship between diagnostic power and remedial learning, attainment value did not. Additionally, a significant distal mediation was observed in the causal relationship among diagnostic power, attainment value, utility value, and remedial learning. The findings have implications for test development, classroom teaching, and research on test impact, particularly in the context of EVT and DLA. [ABSTRACT FROM AUTHOR]

School psychology scholars argue that diversifying the profession will advance equity and social justice. Yet, nontraditional and racially and ethnically minoritized students are underrepresented in school psychology programs. These diverse college students bring complex identities that may complicate as well as enrich their paths to achievement. This is a challenge as higher education environments often do not optimize support for these students. To address this challenge, we investigated the influence of a school‐based task on cognitive engagement, subjective task value, positive and negative emotions, identities, and context‐sensitive high‐effort coping called John Henryism in 294 U.S. college students. Correlation and regression analysis demonstrated a strong relationship between John Henryism and subjective task value. Latent profile analysis and follow‐up logistic regression demonstrated that older and Latinx students predicted membership in the group that was high in John Henryism and subjective task value. We discuss theoretical and practical implications of this work in better understanding the mixed consequences of achievement motivation, contextualizing subjective task value using John Henryism, and recommendations for higher education institutions. Practitioner Points: Contextualizing students' subjective task value through John Henryism, an effortful coping strategy, can help institutions identify ways to better support the needs of students from multiple minoritized backgrounds. This may help to advance commitments to diversity and equity in school psychology research and practice, an important direction for the field.Older, Latinx, and female students are more likely to rate highly on subjective task value and John Henryism, suggesting that students from nontraditional or minoritized backgrounds may be highly motivated but may also engage in effortful coping with paradoxical outcomes. Intentionally supporting these students may help to address current challenges in the school psychology pipeline. Additionally, supporting these students may help to diversify the school psychology field in ways that will better support students and families from minoritized backgrounds.Institutions should work to understand and support students in ways that value their complex identities through high‐touch, adaptive mentorship programs and other strategies. [ABSTRACT FROM AUTHOR]

To address the demand for engineers and computer scientists in the workforce, and the fact that some engineering students dropout or change majors, we explored how the motivational climate in an undergraduate computer science (CS) course was related to students’ motivational beliefs and academic and career goals. Participants included 310 students enrolled in a CS course within a university College of Engineering. The survey included measures that assessed constructs related to the MUSIC Model of Motivation theory, situated expectancy-value theory, and school belonging. Regression analyses identified several significant relationships between the course-level motivational climate variables and students’ CS motivational beliefs. However, the pattern of relationships between variables often differed by academic major for each of the CS belief variables. Students’ CS motivational beliefs predicted their academic and CS career goals, but the patterns were somewhat different across academic majors. We did not identify many differences across sex and race/ethnicity. [ABSTRACT FROM AUTHOR]

This study investigates the motivations and aspirations of Master of Arts in Education (MAEd) students specializing in Teaching Filipino, examining the influence of gender, years of Study, and work experience on aspirations related to Promotion, Specialization, and Development. Findings reveal that male and female students display very high aspirations across all categories, with notable distinctions: male students show a stronger inclination toward promotion. In contrast, female students express higher aspirations for specialization. In terms of years of study, students in the 2-3-year range exhibit the highest aspirations for Promotion and Specialization, likely due to midprogram confidence and goal alignment. The study also identifies a peak in aspirations among educators with 4-6 years of work experience, with a strong focus on specialization and professional development, as they seek to refine their expertise during mid-career. Statistical analyses, including t-tests and ANOVA, confirm significant gender differences in motivations for Promotion and Specialization, while development remains a universal aspiration across demographics. These findings, grounded in the Expectancy-Value and Self-Determination Theory, underscore that intrinsic and extrinsic motivations jointly sustain graduate students' drive for career advancement, specialization, and self-growth. The results suggest that institutions can better support MAEd students by addressing these consistent aspirations and fostering environments that promote professional and personal development goals. [ABSTRACT FROM AUTHOR]

This study explores the impact of AI-generated images on consumer motivation to choose vegetarian restaurants, addressing concerns about food quality, taste, and nutrition. Using Expectancy-Value Theory, two studies are conducted: Study 1 examines the effects of specific types of AI-generated images, and Study 2 investigates the interaction between image type and consumer preference on purchase intention. Results show that taste-driven consumers prefer realistic images, while health-conscious consumers favor hand-drawn ones. This research contributes to understanding AI’s role in marketing by demonstrating how different AI-generated images influence consumer behavior and preferences in the context of vegetarian dining. [ABSTRACT FROM AUTHOR]

This study looks into the elements that influence student motives for enrolling in maritime courses at the University of Visayas. This study uses a descriptive research approach, the study investigates three major variables: effort, performance, and rewards to among the maritime students. A researcher made questionnaire was distributed to a sample of third year maritime students. The findings show that students are highly motivated by the expectation that their efforts will result in successful academic performance and desirable career outcomes. The expected benefits of completing the program, such as professional chances, financial security, and international job experiences, provide the most motivation. These findings emphasize the need to align student expectations with practical benefits and indicate further ways to boost student motivation and performance, including strengthening career counseling, expanding hands-on learning, and highlighting global prospects. This research advances our knowledge of the relevance of the expectation theory to maritime education and offers practical suggestions for enhancing student engagement and retention.. [ABSTRACT FROM AUTHOR]

Recently, interest in understanding the prospects of virtual environments, specifically virtual reality laboratories (VR Lab) – those that involve a first-person practica experience via a desktop computer or head-mounted display – in science education has increased. Seemingly ingrained in the process of implementing a VR Lab is a supposition of interest, intrinsic motivation, and confidence on the part of participants. These attributes influence the participant's ability to start and complete the task and support sensemaking and meaningful learning. Thus, this study used expectancy-value theory with the intent of learning experience design to assess the relationship between task value beliefs and those for usability of a VR Lab. Beliefs were also compared to those for physical laboratories, where only a higher cost for the VR Lab was found. Increased cost beliefs suggest that participants perceived the VR Lab as requiring more from them, a negative consequence, which would decrease their potential for seeing it as a viable learning alternative. This finding suggests that a student's level of content knowledge may influence thier VR Lab experience. Cost belief was significantly related to utility value, giving credence to the theoretical model where cost is a value component. The VR Lab was determined to be marginally usable, but usability was not related to any motivational beliefs. [ABSTRACT FROM AUTHOR]

Train-the-trainer programs are an effective method for improving educators' content knowledge and pedagogical skills. They also offer a way to reach more educators than by traditional professional development models. This manuscript shares the results of a retrospective study conducted with a cohort of informal science educators who participated in a climate change train-the-trainer program. Using expectancy-value theory and the Professional Development Motivation Model, this study explored the components of the program to identify what contributed to the outcomes of the train-the-trainer model. The positive components included in person meetings, a paid coordinator to support the educators following the training, and evidence-based pedagogical strategies for teaching about climate change. Negative features included interpersonal and intrapersonal conflicts related to learning new pedagogical strategies. A small number also felt the curriculum was not applicable to their communities. Organizations should consider these factors as they design new programs to best serve their participants. [ABSTRACT FROM AUTHOR]

Motivation is known to fluctuate, often declining, over time. Research on how motivation changes across school years is ubiquitous, yet little research examines changes in motivation within one school year. In this study, we model how third- through fifth-grade students' mathematics motivation (i.e., expectancies and values) changes over two years using six time points (beginning, middle, and end of school years). We compared a model forcing a linear trend to an unstructured model allowing for trends in motivation to take any shape. On average, mathematics expectancy and value both decreased linearly over the two years; however, the unstructured model for expectancy displayed better fit and showed more variation, with motivation often peaking at the beginning of the school year and dipping lowest in the middle. This mid-year dip offers insights into contextual forces that may influence student motivation and provides information that can be used in structuring motivation-supporting interventions. [ABSTRACT FROM AUTHOR]

Widening and increasing participation in advanced mathematics studies at upper-secondary level (age 16–18) is a significant challenge for most education systems. Policy makers in Ireland have attempted to address this challenge over the past decade by introducing an incentive to encourage students to study advanced mathematics. This study examines the reasons why students, who would appear to have sufficient prior achievement to enable them to engage in advanced mathematics studies at upper-secondary level, opted not to do so even with the presence of this incentive. Responses to questionnaires completed by 183 students in 10 secondary schools across Ireland were analysed. This analysis indicated that these students tended to avoid engaging in advanced mathematics study at upper-secondary level for a range of reasons. Most cited the expectation that they would struggle or had struggled too much with advanced mathematics. Other commonly cited reasons included the amount of time and effort required to engage effectively in the study of advanced mathematics and the impact this would have on time available to study other subjects. [ABSTRACT FROM AUTHOR]

Gender disparities persist in postsecondary computing fields, despite improvements in postsecondary equity overall and STEM fields as an aggregate. The entrenchment of this issue requires a comprehensive, longitudinal lens. Building on expectancy-value theory, the present study examines the relationships among students' gender-ability stereotypes, attainment values, course-taking, and major choices. Using data from the High School Longitudinal Study of 2009 (HSLS: 2009), we applied weighted t-tests and multiple-group structural equation modeling to investigate how motivational beliefs (i.e., gender-ability stereotypes, attainment values) and course-taking patterns in math and science may predict major choice in computing. Overall, we find gender differences in identity-based mathematics and science motivational beliefs have long-term effects. Gender-ability stereotypes in math and science shape attainment values in each domain, whereby stereotypes suppress girls' attainment values and enhance boys? attainment values (p < 0.001), in turn shaping course-taking and major decisions. Math- and sciencerelated motivational and curricular factors affect "other" STEM more than computing major outcomes. Specifically, computer science course-taking is completed more by boys (d = 0.21), but girls' chances of declaring computing majors are especially enhanced by completing these courses in high school. Advanced science course-taking and science attainment value positively predict boys' but not girls' likelihood of declaring computing majors. We discuss the implications of these findings for research, policy, and practice. [ABSTRACT FROM AUTHOR]

The Ifugao Rice Terraces have been the Philippines' first and only Globally Important Agricultural Heritage System (GIAHS) since 2011. More than a decade later, this study assesses whether Ifugao farmers find this designation beneficial and if it enhances their sense of involvement. Through a cross-sectional survey of GIAHS farmers in Banaue, Ifugao, this study examines perceived benefits and involvement, along with views on youth participation in agriculture, farmer livelihoods, and tourism management in Ifugao. The findings reveal that 65.1% of farmers see the GIAHS designation as beneficial and 58.7% feel involved. Farmers who perceive limited tourism benefits from the GIAHS are more likely to feel uninvolved, while those who value the designation's potential for improving income and consumer demand for Ifugao rice report higher involvement. Cultural heritage and ancestral values are significant motivators, with some farmers viewing the GIAHS as a means of preserving traditions. Support from local government, subsidies, and media enhances involvement, particularly among those practicing rituals or growing the traditional Tinawon rice, which strengthens ties to the GIAHS. Additionally, farmers involved in discussions or training on Environmental Conservation Agriculture (ECA) report a stronger connection to the GIAHS, as ECA practices align with their traditional, sustainable approaches. Overall, this study highlights the complex role of the GIAHS as a bridge between cultural heritage, livelihood, and sustainability, underscoring the need to integrate farmer perspectives more closely into GIAHS initiatives in Ifugao. [ABSTRACT FROM AUTHOR]

As an increasing number of Chinese students have engaged in English learning, more research on the different clusters of students' English motivational beliefs is sorely needed. Based on the situated expectancy-value theory, we investigated the latent profiles of Chinese adolescent students' expectancy, value, and cost beliefs in English learning. In addition, we compared motivational profiles regarding academic outcomes and personal characteristics. Latent profile analysis based on a sample of 838 Chinese middle school students identified five profiles: adaptive, average-all, maladaptive, ambitious-struggling, and lying-flat. Significant differences in students' English engagement and achievement were observed among the five latent profiles, drawing a more comprehensive picture of students' motivational dynamics in English learning. Moreover, the five latent profiles have revealed meaningful associations with students' personal characteristics, such as socio-economic status, providing more implications for the construction of profile membership. [ABSTRACT FROM AUTHOR]

As the fashion industry faces increasing scrutiny over its environmental impact, collaborative consumption models such as online fashion renting offer potential solutions for fostering sustainability. This study examines the role of environmental, social, and governance (ESG) factors alongside behavioral drivers in shaping consumer intentions toward online fashion renting in China, a model of collaborative consumption that contributes to sustainability by reducing new product demand and promoting the reuse of fashion items. The data was gathered from 403 Chinese customers using a standardized questionnaire. Structural equation modeling (SEM) was used to examine the given study hypotheses. The current study empirically demonstrates that customers' attitudes, past sustainable behavior, and subjective norms are significant indicators of consumers' intentions toward online fashion renting. The results further indicate that relative advantage, compatibility, perceived ownership, psychological risk, green self-identity, and experience value are the key drivers of consumers' attitudes toward online fashion renting. Additionally, the ESG factors were found to have a significant positive impact on consumer attitudes toward online fashion renting, underscoring their importance in driving sustainable consumption patterns. By integrating behavioral and ESG perspectives, the study contributes to the growing discourse on how sustainable consumption patterns can be encouraged within the fashion industry, offering theoretical and managerial implications for fostering sustainable behavior. Directions for future research are also suggested. [ABSTRACT FROM AUTHOR]

The article discusses the importance of expanding perspectives on assessment in higher education. It highlights examples of collaborations and experiences that have broadened understanding, such as faculty exchanges in India and collaborative online international learning. The text emphasizes the value of incorporating diverse voices and paradigms into assessment practices to revitalize faculty and student engagement. The authors suggest that continuously seeking new perspectives can enhance the effectiveness of assessment efforts and curricular reform. [Extracted from the article]

This study contributes to a more nuanced understanding of student engagement in online learning by exploring the effects of salient online learning environment conditions on student engagement and the motivational pathways through which they affect engagement. Survey data were collected from 351 undergraduate students enrolled in various online undergraduate programs at a large open university in Vietnam. Results of structural equation modelling revealed that course clarity and task relevance had significant indirect effects on students' behavioural, cognitive, and affective engagement via their expectancy and task value beliefs. Teacher support was found to have indirect effect on student engagement only via expectancy beliefs whereas student connectedness predicted neither students' motivation nor engagement in online learning. Results of the study are discussed in light of existing theoretical and empirical evidence on the intricate relationships between learning environment, motivation, and student engagement. Implications for practice are also offered to help create an online learning environment that has potential to foster student engagement and alleviate disengagement and dropout. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to reveal consumer purchase intentions for Software-as-a-Service (SaaS) lifetime deals and the role of service offerings in shaping these intentions. Design/methodology/approach: Lifetime deals − an aggressive market penetration strategy − have the potential to allow startups to gain market share, user base and the cash necessary for growth. However, startups need to mitigate consumer concerns for which service offering design plays a key role. Drawing on expectancy-value and signaling theories, this study developed a research model and then conducted empirical research on 2,173 consumers via choice-based conjoint analysis to reveal the critical service offering attributes for consumer utility in lifetime deals in the SaaS presentation tool market context. After using the hierarchical Bayes model to derive each respondent's part-worth utilities for service offering attributes, the hypotheses were tested via the factor score regression method. Findings: The results show that the service offering attributes of low price, refund option, human support and feature updates enhance consumer utility in SaaS lifetime deals. Three of these four attributes, namely, low price, refund option and feature updates, enhance consumers' purchase intentions by reducing their concerns about the service's performance, seller and lifespan, respectively. Originality/value: This study elucidates consumer purchase intentions for SaaS services in digital marketplaces. By investigating a widespread market entry strategy − lifetime deals − it shows consumer preferences and behavior for these deals in the fast-growing online tools market. This study also shows how startups can use lifetime deals through a well-designed service offering to mitigate various consumer concerns. [ABSTRACT FROM AUTHOR]

Despite the increasing implementation of formative assessment in medical education, its' effect on learning behaviour remains questionable. This effect may depend on how students value formative, and summative assessments differently. Informed by Expectancy Value Theory, we compared test preparation, feedback use, and test-taking motivation of medical students who either took a purely formative progress test (formative PT-group) or a progress test that yielded study credits (summative PT-group). In a mixed-methods study design, we triangulated quantitative questionnaire data (n = 264), logging data of an online PT feedback system (n = 618), and qualitative interview data (n = 21) to compare feedback use, and test-taking motivation between the formative PT-group (n = 316), and the summative PT-group (n = 302). Self-reported, and actual feedback consultation was higher in the summative PT-group. Test preparation, and active feedback use were relatively low and similar in both groups. Both quantitative, and qualitative results showed that the motivation to prepare and consult feedback relates to how students value the assessment. In the interview data, a link could be made with goal orientation theory, as performance-oriented students perceived the formative PT as not important due to the lack of study credits. This led to low test-taking effort, and feedback consultation after the formative PT. In contrast, learning-oriented students valued the formative PT, and used it for self-study or self-assessment to gain feedback. Our results indicate that most students are less motivated to put effort in the test, and use feedback when there are no direct consequences. A supportive assessment environment that emphasizes recognition of the value of formative testing is required to motivate students to use feedback for learning. [ABSTRACT FROM AUTHOR]

The current study was conducted to investigate the relationship between math anxiety and math achievement, highlighting differences in motivation based on age, and the mediating effects of task persistence as well as aspects of the expectancy-value theory. The students in the study (grade five N = 335, grade eight N = 251) were from Estonian schools and completed questionnaires about achievement motivation as well as math tasks during the 2021/2022 school year. Results showed that students in grade eight report lower scores in motivation when compared to students in grade five. Additionally, task persistence mediated the relationship between math anxiety and math achievement in grade five but not in grade eight. Self-efficacy, interest value, and effort cost mediated the relationship between math anxiety and math achievement in both grades five and eight, while attainment value and utility value did not. This indicates that the possible positive cognitive and affective effects aid in relieving, while effort cost may increase the negative effect of anxiety on math achievement. [ABSTRACT FROM AUTHOR]

Teamwork and collaboration are twenty-first century skills valued by STEM employers for addressing the most urgent problems in society. To prepare undergraduate STEM students, they must graduate valuing teamwork and collaboration. The Integrated Concentration in STEM (iCons) program aims to meet this goal by utilizing interdisciplinary team-based learning to address complex real-world problems. In doing so, the program provides students with a learning experience that demonstrates the authentic value of teamwork and shows how collaboration can be useful for solving problems. The purpose of this study was to examine whether students who participated in iCons developed more positive values related to teamwork and collaboration than similar students who did not participate in the program. Framed by Expectancy Value Theory (EVT)—specifically the concept of utility value, which is how practically useful students find teams in helping them fulfill their objectives or to solve problems—we investigated the iCons program with a mixed methods design that analyzed survey and interview data from students. Overall, iCons had a positive effect on students' perceptions of the utility value of teamwork and collaboration. Qualitative results helped to explain these findings in more depth, including students' positive perceptions of the interdisciplinary design of the program. Findings suggest that more resources should be put into creating and expanding opportunities in STEM that utilize a combination of pedagogical strategies focused on team-based learning and an interdisciplinary design. Further research is needed to understand these effects in more detail. [ABSTRACT FROM AUTHOR]

A strong foundation of statistics is essential for undergraduates pursuing life science careers, but this foundation is frequently undermined by negative student attitudes toward statistics. This study explored life science students’ motivational attitudes toward statistics, and their relationship to performance, using expectancy-value theory as a guiding framework. According to expectancy-value theory, task-values—interest in a task (intrinsic value), importance of doing well on a task (attainment value), perceptions of the usefulness of a task (utility value), and negative aspects of engaging in a task (cost)—impact achievement outcomes. However, task-values may be better represented by differentiating each into more specific underlying dimensions, or facets. Using 360 undergraduate life science students enrolled in biostatistics courses across two institutions, this study assessed the fit of a task-value facets model for statistics and examined which task-value facets relate to performance on a statistics assessment. Results show that life science students distinguish among facets of attainment value (importance of achievement, personal importance), utility value (school, daily life, social, career/job), and cost (effort, emotional, opportunity) for statistics. Students’ perceptions of the emotional cost of statistics and the importance of achievement in statistics related to their statistics performance. Implications for teaching and research are discussed. Supplementary materials for this article are available online.

This study investigates English-medium instruction (EMI) academic motivation at a Chinese transnational university, aiming to bridge identified research gaps by employing the Situated Expectancy-Value Theory (SEVT). Specifically, it explores motivational predictors of EMI academic performance and the factors influencing these predictors. A longitudinal mixed-methods approach was adopted, utilising a validated Chinese EMI Student Academic Motivation Scale administered twice (n = 156) over a semester and semi-structured interviews with a subgroup of 15 participants. Results from multiple linear regression indicated that the combination of nine motivational variables had a moderate impact on EMI academic performance, and two of the predictor variables – expectations of success and emotional cost – were statistically significant predictors. Qualitative findings from the interviews revealed four key factors that influence the development of expectations of success: past learning experience, English language ability, learner autonomy, and socialisers’ influence; additionally, three main factors were identified as affecting the development of emotional cost: English language barriers, EMI curriculum, and peer pressure. The study concludes with practical pedagogical recommendations, drawn from both quantitative and qualitative data, aimed at enhancing EMI effectiveness in similar educational contexts. [ABSTRACT FROM AUTHOR]

Background: We tested the broad generality of a model for predicting 9th–10th grade students' STEM career expectations by age 30, focusing on hard science, mathematics and engineering professions only, known for driving innovation, research and development. The model's predictors included motivation to learn mathematics, gender, and math classroom environments (disciplinary climate, teacher support and instructional strategies fostering conceptual understanding). Methods: We used data from the Programme for International Student Assessment (PISA) 2022. Four countries were selected based on the percentage of students expecting STEM careers, representing high vs. low groups (Qatar and Morocco vs. Czech Republic and Lithuania, respectively). Analysis began with computing correlations between the variables, followed by path analyses for each country to determine both direct and indirect effects of the predictors on students' STEM career expectations. Results: We found that motivation to learn mathematics not only directly predicted STEM career expectations but also mediated the influence of the remaining variables: gender (boys show higher motivation to learn math), and math classroom environments (students in well-disciplined math classes with supportive teachers who employ instructional strategies fostering math reasoning also demonstrate higher motivation to learn math). Remarkably, our model consistently demonstrated robustness across all four countries, despite their significant economic, ethnic, and religious diversity. Conclusions: Theoretically, the model reveals that 9th–10th grade students' transitory long-term STEM career expectations are shaped by their interest in mathematics, their perceived importance of the subject, confidence in their self-efficacy to succeed in math tasks, perceptions of classroom disciplinary climate, teacher support, and their exposure to instructional strategies aimed at enhancing math reasoning. Practically, it suggests widespread potential for informing interventions aimed at increasing student motivation to pursue STEM careers through improved mathematics education practices. [ABSTRACT FROM AUTHOR]

Despite much attention having been paid to foreign language (FL) reading and related variables such as self-efficacy, relatively few studies have focused on young learners, and even fewer on storybooks, arguably the commonest genre read by children worldwide for language learning. As FL learning commences at a young age in many contexts globally, it is of importance to examine how FL children's perceptions of storybooks and reading self-efficacy relate to their proficiency. In the present study, 96 Grade 5 English-as-a-foreign-language (EFL) learners in Hong Kong completed a questionnaire (measuring their perceived value in English storybooks and English reading self-efficacy) and various proficiency tests (vocabulary size, word reading, reading fluency, and reading comprehension). Drawing on Expectancy-Value Theory (EVT), the interrelationships between the variables were analyzed using hierarchical regression and mediation. The findings revealed that self-efficacy was a significant positive predictor of all aspects of EFL proficiency while value was predictive of vocabulary and word reading only. Self-efficacy was also found to be a significant mediator between value and some areas of proficiency investigated. The study advances our understanding of EVT in which value and self-efficacy seem to have stronger predictive power of lower-order aspects of proficiency (vocabulary size and word reading) than a higher-order aspect (reading comprehension). The article ends with a brief discussion of the implications of the findings. Plain Language Summary: The interrelationships between young English learners' perceived value in reading storybooks, reading self-efficacy, and proficiency The aim of the study was to understand the relationships between interest in English storybooks, reading self-efficacy, and language learning outcomes. Ninety-six Grade 5 Chinese students who learnt English-as-a-foreign-language completed a questionnaire and various language tests, Our results showed that both interest in English storybook reading and reading self-efficacy were associated with English proficiency. Interest in storybook reading could lead to higher self-efficacy, which then potentially enhance English proficiency. The findings indicate that we should arouse students' interest in reading English storybooks and build their confidence in English reading. [ABSTRACT FROM AUTHOR]

Derived from the Expectancy-Value Theory (EVT) model, cost has drawn scholarly interest for being predicative of avoidance motivation. The study is an effort to develop and validate an instrument to measure students' perceived costs in physical education. Through literature review and student interviews, a draft of 39 items under seven domains was developed for content validation. A total of 29 items were sent to collect psychometric evidence from two samples of 6th to 8th grade middle school students, age 11 to 15. Exploratory factor analyses (EFA) were applied on the first sample and yielded a three-factor construct to measure social costs (six items), physical costs (five items), and loss of valuable alternatives (five items). with item loadings ranging from.48 to.73. Following confirmatory factor analysis (CFA) applied on the second student sample confirmed the construct with satisfactory fitting indexes. [ABSTRACT FROM AUTHOR]

Research highlights the importance of expectancy-value interactions in predicting secondary-school students' academic achievement. But as students transition to higher education, their expectancies and values undergo significant changes – highlighting the need to broaden the application of expectancy-value interactions to this context. To address this, we investigate the interactions between higher education students' expectancies and their values in relation to students' dropout intention. Data of N = 1140 students were analysed using latent moderated structural equation modelling. Similar to prior research, we find that expectancy-value interactions are related to students' dropout intention. But rather than the synergistic interactions commonly found in the secondary-school context, we find that higher education students exhibit compensatory interactions: High study values and low costs could, to a certain degree, compensate for low expectancies. Furthermore, special attention should be paid to students who see little value in their studies and have a low success expectation, as they showed dropout intentions that far exceed effects indicated in prior research. [ABSTRACT FROM AUTHOR]

We explore how students' course concerns at the outset of their introductory statistics course predict their later perceived course challenges and future interest in statistics via a function of achievement motivation. Data were collected from undergraduate students (N = 524; 70% female; 37.8% students from racially marginalized groups) during the COVID-19 pandemic, using both open-ended (concerns and challenges) and closed-ended (achievement motivation and future interest) questions. Overall, incoming course concerns positively predicted perceived costs during the course and challenges at the end of the course and negatively predicted success expectancy and utility value during the course and future interest in statistics at the end of the course. Patterns varied by individual concerns/challenges, gender, and race/ethnicity. Cost played an important mediating role for female students and students from racially marginalized groups (e.g., Black, Latinx, or Native American/Indigenous students) between course concerns and future interest in statistics. Our findings (a) add to the increasing body of research reporting differences in how female and male students as well as students from racially marginalized backgrounds and racial majority students experience STEM courses and help explain different levels of interest in pursuing STEM careers, and (b) suggest that increasing future interest in statistics might require different interventions. [ABSTRACT FROM AUTHOR]

Although parental involvement is known to be crucial for the academic and social development of students, especially those with learning difficulties, little is known about the relationship of schools’ invitations with parents’ motivational beliefs. A sample of N = 881 German parents of secondary school students, of which N = 119 were identified as parents of children with learning difficulties, participated in the study. Structural equation models were analysed to examine how different aspects of family–school partnerships are related to parental motivational beliefs. Our findings suggest that a welcoming culture and the quality of parent-teacher collaboration are positively associated with higher parental motivation, regardless of students’ learning difficulties. These results highlight the need for inclusive secondary schools to foster not only individual contacts between teachers and parents but also a positive and welcoming school culture. [ABSTRACT FROM AUTHOR]

Students in technology majors such as Computer Science and Information Technology need to take a series of computer programming courses to graduate. Yet, not all students will persist in taking programming courses as required, and little is known about the factors influencing their enrollment intentions. Research is needed to better understand which factors predict students' enrollment intentions for programming courses. Based on Expectancy-Value Theory, we surveyed three hundred university students in China to measure their intentions of enrolling in future programming courses and factors influencing their enrollment intentions. Mediated Multiple Indicators Multiple Causes models were run to identify the relationships between these factors and enrollment intentions. Expectancies, intrinsic value, attainment value, and utility value of the courses directly predict enrollment intentions. Peer comparison, quality of teaching, and programming experiences were found to influence enrollment intentions through expectancies and values indirectly. No gender difference was found in expectancies and enrollment intentions. Qualitative data analysis confirmed the findings from the quantitative data analysis and further revealed that course difficulty is another major factor influencing enrollment intentions. These findings have implications for supporting students' expectancies and values in computer programming and curriculum design. [ABSTRACT FROM AUTHOR]

Homework is a multifaceted process that involves a complex interplay of factors. However, the processes underlying homework behavior are not yet fully understood. In Study 1, we tested a model of homework processes by examining the influences and consequences of homework behavior based on 473 Chinese students. In Study 2 with 159 British students, we aimed to verify our homework model. We measured Year 7 to 9 children's perceptions of parents' and teachers' expectancies and teachers' feedback as well as children's homework motivation (expectancy and value beliefs), homework effort, academic outcomes, and academic stress in both samples using two waves of data. The findings from structural equation modeling revealed that children's perceptions of parents' and teachers' expectancies and teachers' feedback are more highly associated with children's homework motivation than children's homework effort. Homework effort was not related to children's academic outcomes and academic stress across both cultures. [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]

The aim of this study was to examine which topic- and learning-related knowledge and motivational beliefs predict the use of specific deep-level learning strategies during an independent learning task. Participants included 335 Estonian fourth- and sixth-grade students who were asked to read about light processes and seasonal changes. The study was completed electronically. Topic-related knowledge was assessed via an open question about seasonal changes, and learning-related knowledge was assessed via scenario-based tasks. Expectancies, interest, and utility values related to learning astronomy and using deep-level learning strategies were assessed via questions based on the Situated Expectancy-Value Theory. Deep-level learning strategies (using drawings in addition to reading and self-testing) were assessed while completing the reading task. Among topic-related variables, prior knowledge and utility value—but not interest or expectancy in learning astronomy—were related to using deep-level learning strategies. Among learning-related variables, interest and utility value of effective learning—but not metacognitive knowledge of learning strategies or expectancy in using deep-level learning strategies—were related to using deep-level learning strategies. This study confirms that it is not enough to examine students' knowledge and skills in using learning strategies with general or hypothetical questions, instead, it is of crucial importance to study students in real learning situations. [ABSTRACT FROM AUTHOR]

Teachers' expectations of student capabilities can meaningfully affect future achievement. However, the consistency of teachers' expectations over time and their differential impact by student gender and ethnicity have not been thoroughly investigated in the context of students' reading achievement. The current study investigates the longitudinal influence of teacher expectancy effects on student achievement through a novel measurement approach that considers classroom context while drawing on cognitive assessments and teacher ratings collected through the large, nationally representative Early Childhood Longitudinal Study–Kindergarten data set (N = 8,503 students). Results of the autoregressive cross-lagged models with five time points between kindergarten and eighth grade indicate teachers' expectations of students' reading achievement are not significantly associated from one time point to the next, though their effects increase over time. Significant differences in longitudinal expectancy effects based on student gender and ethnicity were not found. Implications for teaching practice based on these results are discussed. [ABSTRACT FROM AUTHOR]

This article aims at exploring the correlation of student' perceived parental expectations, academic selfefficacy and academic engagement based on the expectancy value theory. Specifically, this study innovatively integrated the parental expectations, academic self-efficacy and academic engagement from students' perspectives into one model and explored the relationships between them. This study adopted quantitative questionnaire survey, including three instruments. This study adopted the Living up to Parental Expectation Inventory, Academic Self-Efficacy Scale, and The Utrecht Work Engagement Scale for Students to assess students' perceived parental expectations, academic self-efficacy, and academic engagement. Quantitative data was analyzed by descriptive statistical technique and referential statistical technique. Results showed that there is a moderate significant positive correlation between student's perceived parental expectations and academic engagement, and similarly, there is a moderate significant positive correlation between academic self-efficacy and academic engagement. The results of hypothesis testing found that hypothesis on the direct significant effects of students' perceived parental expectations on academic engagement has been rejected, indicating the mediation effects of academic self-efficacy. [ABSTRACT FROM AUTHOR]

Instructors’ assumptions about students’ expectations can affect the opportunities and support they provide. A survey of students starting undergraduate degrees in physics in the UK and Sweden found that they expect that their laboratory work will contribute to skills acquisition, but also be difficult. Differences between institutions may reflect course structure or prior experience: for example, Swedish students have lower expectations of difficulty than UK students. Specific concerns around insufficient working equipment are more common in the UK, but Swedish students expect more explicit connections to theoretical courses. The implications for student motivation are discussed in relation to self-efficacy and expectancyvalue theory. Concern around practical work may have been obscured in earlier studies on students’ attitudes towards practical work and demonstrates the importance of including the student perspective in course design and delivery. [ABSTRACT FROM AUTHOR]

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We validated the Online Homework Expectancy Value Cost Scale (OHEVCS) involving 1,192 college students. Results indicated that the OHEVCS consisted of three distinct yet related subscales: online homework expectancy, value, and cost. In addition, results indicated no latent mean differences in the OHEVCS over gender (males vs females) and college year (years 1-2 vs years 3-4). Finally, online homework expectancy and value were associated positively with online homework completion and negatively with online homework distraction and procrastination. Online homework cost was associated positively with online homework distraction and procrastination and negatively with online homework completion. Our results strongly support the idea that the OHEVCS is a valid tool for assessing motivational beliefs in online homework. [ABSTRACT FROM AUTHOR]

With businesses increasingly prioritizing data-driven decision making, the demand for business analysts is high and expected to grow. In response, many universities and institutions have developed courses and programs related to business analytics to prepare more graduates for careers in this field. Business analytics programs and educators consistently strive to achieve a high level of student learning success, ensuring competence in working in the business analytics field after graduation. In this study, we aim to examine key factors influencing student learning in business analytics, focusing on performance expectancy and satisfaction. We examined specific factors, including personal interest, career relevance expectancy, learning effort, and perceived course structure effectiveness, from perspectives related to both students and instructors. A research model was developed and empirically tested. The results showed that all factors significantly influenced both perceived academic performance and learning satisfaction. Additionally, personal interest and career relevance expectancy could significantly impact learning effort. [ABSTRACT FROM AUTHOR]

This study investigates the implications of increased internet penetration on demand in the context of pharmaceutical prescribing. The internet has changed the information and tools available to make decisions in complex tasks such as those made by physicians, and any impact on prescribing patterns has implications for the marketing activities of drug manufacturers, necessitating a strategic rethink of business practices. This study conceptualizes the prescription decision‐making process through the lens of expectancy value theory. The unique research design allows for the observation of contrasting internet penetration rates of geographically distributed physicians over an extended time period in multiple drug categories. Modeling physician behavior as a combination of learning, peer effects, and face‐to‐face detailing by pharmaceutical firms, the study finds that the growth of the internet has a significant moderating impact on detailing efforts. Interestingly, the study also documents the interaction between learning and peer effects, as well as how the internet ultimately reduces reliance on prior prescription behavior (prescribing inertia) for the four Cardiovascular drug categories under consideration. We discuss the implications of these findings for R&D managers, marketers, and policymakers. [ABSTRACT FROM AUTHOR]

Postgraduate study is both challenging and demanding. Additionally, for teachers who study part time while employed full time, there are additional professional demands. So why would they enrol in postgraduate study? Utilising expectancy-value theory, the motivations of 27 experienced teachers for undertaking and completing a masters degree were explored. In using this theory, it appears that teachers' expectancy of value beliefs and expectancy of success beliefs were evident prior to, and throughout, their academic journey. However, the four different components of task value altered over this journey. How these motivational sources presented themselves and changed over time are discussed. The findings from this research have the potential to assist those working in Higher Education to better understand the motivational forces that drive students to return to study, particularly when they have demanding professional roles within a workplace, and how they can be supported to ensure successful completion. [ABSTRACT FROM AUTHOR]

As an emerging study destination for international students, Malaysia contributes to the changes in student mobilities from the traditional South-North to the South-South direction. However, research on doctoral students’ expectancy and values for their international education in Malaysia, as well as the factors that have changed the international student geographies in the global South, including recent student flows from Vietnam, receives scant attention. By using in-depth interviews situated in the expectancy-value theory and thematic analysis, this study explores the expectancy of international education among 22 Vietnamese doctoral students studying at Malaysian universities. The data analysis reveals that the social construction of these international doctoral students’ expectancy for international quality and experiences stems from their embeddedness in interrelated personal, social, and academic domains. The intrinsic, utility, and attainment values expressed in their expectancy enable them to confront challenges to meet their quest for this quality by utilizing their academic abilities and transnational relationships. The paradox in foreign students’ perceptions and experiences of international quality makes Malaysia a study destination in-betweenness, which manifests a bargaining power relation between rankings and costs and materializes transnational mobilities within the South-South direction through their encounters with others. Their international education is socially consumed and shared.

Crucial to understanding student motivation are different student characteristics such as academic self-concept or utility value, with previous research showing different patterns of these characteristics⸺motivation profiles⸺that can change over time. This study aimed to identify student motivation profiles and investigate changes between profiles using random intercept latent transition analysis during Grade 7 to 9. We included sub-dimensions of students’ perceived teacher support (perceived autonomy support, learning support, instructional design, teacher error management) to examine how they might be associated with changes between motivation profiles. Results revealed three motivation profiles with high stability over time. Moreover, students’ perceived teacher support predicted changes between motivation profiles. These findings may help address the specific needs of students and emphasize the role of teachers for students’ motivation development.

The editorial discusses the importance of integrating humanities into engineering education to enhance critical thinking, ethical reasoning, and understanding of technology's societal impact. By incorporating disciplines like literature, philosophy, history, and the arts into STEM curricula, educators can create a more inclusive and engaging learning environment that resonates with students from diverse backgrounds. This integration not only enriches students' technical skills but also equips them to consider the ethical implications of their work, fostering a generation of socially responsible technologists capable of addressing complex global challenges. [Extracted from the article]