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This study examined the motivation level of struggling English learners in China and explored the link between motivation and their English achievement. Furthermore, this research dug into the moderation effect of teacher–student relationships on this link based on attachment theory and self-dertemination theory. Struggling students (n = 14,531) were chosen according to the bottom 25th percentile cutoff on English achievement from a large-scale survey in China. The standardised English performance test and students' self-reported motivation and teacher–student relationships were adopted to collect data. Descriptive statistics showed that struggling English learners had medium intrinsic and utility value and low self-efficacy. Correlation analysis revealed that intrinsic value and utility value were positively correlated with their English performance, while self-efficacy was not. The moderation analysis further demonstrated that supportive teacher–student relationships had a buffering effect on the low or medium motivation of struggling English learners. These findings suggest that harmonious teacher–student relationships are important for improving the English performance of struggling students. [ABSTRACT FROM AUTHOR]

The present study explored different types of task value and their associations with the use of self-regulated learning (SRL) strategies across various English as a foreign language (EFL) learning scenarios. The application of SRL strategies is supported by motivational beliefs, including task value. Although prior research has demonstrated the importance of motivational beliefs in SRL, there remains a need for further clarification regarding the characteristics and role of task value, particularly the cost (i.e., a negative aspect of task value) in relation to SRL. Furthermore, given the context-dependent nature of SRL, both values and strategies should be adapted to specific learning environments. In this study, 12 Japanese EFL university students participated in two rounds of semi-structured interviews. The first session focused on their English learning experiences, expectations, and perceptions of the value and cost associated with learning English. In the second session, they roleplayed four scenarios — a homework assignment, an in-class task, preparation for an English certification exam, and learning for personal growth — while using a think-aloud protocol to express their thoughts and feelings. Follow-up interviews were conducted after each roleplay. Thematic analysis was used to identify the participants' values and costs and to analyze their use of SRL strategies. The findings revealed that participants concurrently hold multiple types of task value, which were tied to and shaped by their past learning experiences. Several patterns were also identified for SRL strategies in each scenario, corresponding to task value. [ABSTRACT FROM AUTHOR]

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 integrated cooperative inquiry strategies to implement blended learning and analyzes the learning effects based on the perspectives of goal setting theory and well-being theory. Blended learning combines the advantages of classroom teaching and online learning and enables students to review material to further their understanding. Cooperative inquiry, a key skill in modern life, involves collaboratively identifying feasible solutions to a problem. It enhances learning motivation and effectiveness through mutual assistance and support. In this study, a blended learning intervention (of cooperative inquiry learning and online learning) and a tradition lecture curriculum were implemented for an educational statistics course at a college of education to investigate the relationships between students' goal setting, task value, and well-being. In total, 30 and 22 postgraduates were assigned to the quasi-experimental and control groups, respectively. Data were evaluated using Hotelling's T2, analysis of covariance, and multiple regression. After the blended learning intervention, the students demonstrated significant improvements in some dimensions of the three variables. Furthermore, goal setting and task value contributed critically to student well-being. [ABSTRACT FROM AUTHOR]

Interactive educational videos have grown in popularity in the higher education setting over the last two decades. This exploratory study investigates the mediating and moderating effects of user engagement (UE) on the relationships between the antecedents of UE (i.e., intrinsic load, extraneous load, germane load, and task value) and learning satisfaction. A cross-sectional survey study was conducted in June 2023. We conveniently sampled 49 year-one undergraduate students, who completed a self-report questionnaire consisting of items pertaining to cognitive load, task value, user engagement, and learning satisfaction. Data was analysed using hierarchical linear regression models. Findings revealed that reward fully mediated the relationship between germane load and learning satisfaction. In addition, reward was also found to moderate the relation between (a) germane load and learning satisfaction, and (b) task value and learning satisfaction. These findings highlight the importance of creating rewarding experiences when designing interactive educational videos. [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]

The purpose of this study was to understand students' task value toward a class. Task value is the utility students see in the course material. As expected, good instructional practices (i.e. clarity, nonverbal immediate behaviors) were positive contributors of task value. However, the substantive impact on task value came from information flow, a variable borrowed from the organizational culture literature. The supported model showed instructor clarity and nonverbal immediate behaviors indirectly, positively influenced task value through the mediation of perceived immediacy and information flow. This indicates that a large proportion of whether students have task value in a course hinge upon whether students understand the rationale behind instructors' pedagogical choices. [ABSTRACT FROM AUTHOR]

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College students face much instability and challenge across multiple spheres of functioning. The transition from late youth into early adulthood with new social, scholastic, and living environments presents heightened risks for destabilising academic motivation and mental health. Using the taxonomy of multidimensional academic amotivation, this study examines the reciprocal within-person relationships between academic amotivation and depressive symptoms over time among early-staged college students. 488 first- and second-year undergraduates reported their amotivation and depressive symptoms at three intervals within a semester. Random-intercepts cross-lagged panel models were applied to evaluate the temporal priority in the interrelations. Results revealed that the paths from depressive symptoms to amotivation were consistent and stable, but the cross-lags from amotivation to depressive symptoms were varied with dimensional characteristics. While the paths from amotivation due to low ability and low effort to depressive symptoms demonstrated strong reciprocal relationships, the ones due to low value and unappealing tasks did not. Findings confirm that there is a complex and dynamic web of interrelationships between amotivation and depressive symptoms. College students' motivational deficits in learning may not only be causes but also consequences of mental health. [ABSTRACT FROM AUTHOR]

Focusing and regulating attention play a major role in avoiding digital distractions and maintaining focus on academic activities. Boredom is known to divert attention away from activities that lack value and towards activities that are stimulating, therefore this research examines the mediating role of this emotion in the relationship between perceived academic control, task value on the one hand, and digital distraction propensity on the other. The research sample consisted of 281 university students in Serbia who attended online classes, of which 86.1% were female. The instruments used in the research were the Achievement Emotions Questionnaire -Short version (AEQ-S), the Online Learning Motivated Attention and Regulation Strategies (OLMARS) questionnaire, the Perception of Academic Control Questionnaire (PAC), and Task Evaluation subscale from Motivated Strategies for Learning Questionnaire (MSLQ). The results indicate that boredom in class and during learning achieves complete mediation in establishing a relationship between academic control and the perception of discontinuity of attention, awareness of the problem with attention caused by lingering thoughts, and distraction due to the sounds of social media notifications. Boredom in class fully mediates the relation-ship between academic control and the use of behavioral strategies, as well as the relationship between task value and perception of a problem with attention caused by lingering thoughts. Both boredom in class and during learning achieves a full mediation effect on the relationship between task value and perception of attention discontinuity, and the relationship between task value and distraction from social media notification sounds. The obtained results follow the Control Value Theory of Achievement Emotions. People who experience boredom may have difficulty regulating media use and are more prone to digital distraction. Implications as well as future research opportunities are discussed.

Foundation programmes provide an alternate access route for prospective students whose prior academic results exclude direct entry to undergraduate studies. Bridging courses within foundation programmes address gaps in prior knowledge while developing content knowledge and requisite skills to equip students for the rigour of undergraduate degree study. This study looks for relationships between motivation and learning strategies at course commencement and the final course results of 796 purposively chosen participants across four iterative cycles (cohorts) enrolled in an algebra course within a foundation programme at a private higher education institution in South Africa. Data were collected with the motivated strategies for learning questionnaire, and cohort responses were analysed using correlational statistics. Statistically significant differences mainly were detected in the motivation subscales, and the academic performance was largely related to gender and prior mathematics syllabus. Where cohorts are similar, generic interventions designed to equip one cohort may equip others. Specific intervention strategies that target the needs of students based on the needs identified in this study may equip future students to improve their algebraic knowledge. Contribution: The research contributes by augmenting the exiguous literature of studies of students in algebra courses in foundation programmes who aim to progress to undergraduate degree studies. Investigating relationships between motivation and learning strategies at course commencement and final course results within multiple cohorts promotes the development of flexible, relevant intervention strategies that can be implemented timeously. A study of multiple cohorts further allows for improved validity and reliability in conclusions relating to scalability.

This study aimed to explore undergraduates' perceptions of relevance in conjunction with two associated constructs, personal interest, and task value. To unearth these perceptions, American (n=104) and Dutch (n=79) students completed the Conceptualization of Relevance Task (CoRT). This task required them to: (a) select a graphic that best represented their view of the interplay of relevance, personal interest, and task value; (b) justify their selection and exemplify it with a personal experience (c) define each of these terms. We scored the quality and consistency between students' graphic selection and their justification and exemplification of that selection using a 0-2 rubric. The definitions students wrote for each term were subjected to content analysis. Among the major contributions of this study was its demonstration of the merit of examining laypersons' views of relevance; the finding that students conceived of relevance as multidimensional and both externally and internally influenced; and the noting of parallels between the views of these nonexperts and those of experts in the field of motivation regarding the nature of relevance. Implications for future research and practice are forwarded. [ABSTRACT FROM AUTHOR]

Extant research on students' feedback conceptions has reported effects on performance, but the relationship of feedback conceptions to important motivational factors is not empirically evidenced. This study fills this gap by providing empirical data about students' conceptions of feedback in relation to their motivational beliefs and achievement goals. Measurement and structural modelling analyses were based on undergraduate student data from New Zealand domestic (n = 832) and Chinese (People's Republic of China, PRC) international students (n = 504) in New Zealand universities. Based on cross-ethnic invariant measurement models of conceptions of feedback, motivational beliefs, and achievement goals, a structural equation model uncovered links between feedback conceptions, motivational beliefs, and achievement goals. Specifically, feedback conceptions believing in actively using feedback and the value of teacher comments significantly promoted self-efficacy and task value beliefs, as well as mastery and performance-approach goals. In contrast, maladaptive feedback perceptions (i.e., feedback is ignored or used for judging performance against external standards or relative to others) had a minimal-to-negative impact on motivational beliefs and triggered stronger performance-avoidance goals. This study empirically demonstrates that conceptions of feedback support motivational beliefs and goal approaches consistent with previous claims concerning their self-regulatory role. [ABSTRACT FROM AUTHOR]

Recent research has called for cultivating strategic learners in globally expanding English medium instruction (EMI) university programs, so as to help them effectively orchestrate resources to handle the challenging task of learning subject knowledge through an L2. EMI studies exploring students’ strategies have thus far primarily categorized strategy types, with scant research investigating what key learner variables affect their strategic choices. This study focuses on students’ use of metacognitive listening strategies during EMI lectures, and explores how their strategic preferences differ across three groups of English listening proficiency and are influenced by motivational beliefs of self-efficacy, goal orientation, and task value. Results of ANOVA tests and Structural Equation Modeling (SEM) analysis of students’ questionnaire responses (N = 412) revealed significant variations in strategy types across different proficiency levels. Although students were found to be highly motivated by extrinsic goals and utility-based task values, these motivational beliefs failed to significantly predict any metacognitive strategy use. Both intrinsic learning goals and self-efficacy significantly predicted the use of directed attention, problem solving, and plan-evaluation strategies, highlighting the pedagogical needs to foster these motivational beliefs of students in EMI university programs to help them become strategic and independent listeners in academic lectures. [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]

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 first language (L1) writing and L2 learning, L2 writing motivation warrants more attention. To bridge the gap, the study intends to present an overall picture of Hong Kong primary students' English writing motivation level and the sophisticated interplay between two important motivational variables (i.e. self-efficacy and task value). Four hundred and thirty-three 4th–6th graders participated in the study. The findings revealed a medium level of writing motivation for the students. MANOVA results found significant differences in the levels of self-efficacy and task value (i.e. interest, and importance and usefulness) across the grades. The 5th graders' motivation level was significantly lower than the 4th and the 6th graders'. Additionally, Structural Equation Modelling (SEM) suggested an intricate relationship between task value and self-efficacy. Specifically, interest predicted all the aspects of self-efficacy in English writing (i.e. self-efficacy in language, organisation, content, grammar, and process), whereas importance and usefulness predicted only self-efficacy in grammar and process. Important implications are discussed. [ABSTRACT FROM AUTHOR]

Students' perceptions of cost are important predictors of academic and motivational outcomes. Though cost has been described as the anticipated effort one must put forth on an activity and what an individual sacrifices to complete a task, no known work has examined the extent to which anticipated cost beliefs predict experienced cost or whether anticipated and experienced costs are differentially predictive of academic and motivational outcomes. We used dynamic structural equation modeling to explore four dimensions of cost (task effort, outside effort, loss of valued alternatives, emotional cost) as anticipated and experienced beliefs, to examine the extent to which each predicts mathematics achievement and STEM career intentions in introductory college calculus courses. Data were collected using a combination of traditional surveys, diary surveys, and institutional records. Overall, students who anticipated high cost at the beginning of the semester tended to experience high cost during the course and had more variability in their experiences of cost. Cost beliefs appear to be differently associated with grades, however, with anticipated cost associated with higher course grades and experienced cost associated with lower course grades. Results suggested that anticipated and experienced costs are, to a certain extent distinct phenomena with unique effects on student outcomes, and that examining them as such may have important implications for theory and practice. Educational Impact and Implications Statement: The present study found that anticipated cost beliefs and experienced cost beliefs function as separate constructs and impact achievement differently. Students who anticipated high costs earned higher grades, whereas students who experienced high costs earned lower grades. Anticipated cost also negatively predicted experienced cost, which in turn, negatively predicted course grades. These findings contribute to ongoing theoretical and practical discussions of cost beliefs and will aid intervention researchers in choosing the appropriate timing for intervening on students' cost beliefs. [ABSTRACT FROM AUTHOR]

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.

Research has revealed that both cognitive factors, such as knowledge, problem solving strategies and affective factors, such as motivation and emotions, strongly influence mathematical problem solving. However, few studies have examined the content specificity and generality of the relationship between mathematical problem solving and affective factors. This study examines the content specificity and generality of the relationship between mathematical problem solving, task value, math anxiety and engagement among high school students. Japanese second-year high school students (n = 240) completed questionnaires. The multilevel structural equation modelling revealed that utility value for entrance examinations and emotional engagement positively affected mathematical problem solving via cognitive engagement between various contents level. Emotional engagement positively affected mathematical problem solving via cognitive engagement within a certain content level. The results suggest that promoting the perception that learning mathematics has high utility value for university entrance examinations across various contents can increase students’ cognitive engagement and, therefore, improve mathematical problem solving. Furthermore, both increasing students’ emotional engagement only when they learn certain content and consistently increasing it may improve cognitive engagement and, therefore, allow learners to better solve mathematical problems. The study’s findings have significant implications for educational practice and mathematical problem-solving research.

The purpose of this study was to test the effects of a value-reappraisal intervention (VR) on students' motivation and performance compared to a goal-setting intervention (GS) and information-literacy control condition (C). Eighty-eight female students in an undergraduate introductory statistics course were randomly assigned to one of the three conditions. VR yielded statistically significant increases in students' intrinsic value, endogenous instrumentality, task value, and intentions to continue learning statistics, but not perceived competence. GS and C had no effects on these outcomes. For exam performance, in one course section VR benefited students with lower preintervention exam scores; there were no intervention effects on exam performance in the other section. Examined only for GS, self-reported goal progress predicted changes in perceived competence over two weeks. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Thai has its own unique spelling system and grammatical rules. Its word order is quite different from that of Mandarin and English, thus making it more difficult for students in Taiwan to learn. Past studies also point out that learning word order is one of the most difficult aspects when learning foreign languages. As science and technology advance, emerging technologies have been widely applied in foreign language learning. This research aims to explore the effect of using a multi-language VR learning assessment system on assisting Thai learners to learn grammatical word order, and to investigate the correlates between Thai self-efficacy, Thai language anxiety, word order learning retention, and task value of VR learning. In order to accomplish this purpose, we invited Thai learners who took Thai courses in the continuing education division of a national university in northern Taiwan to participate in a 5-week teaching experiment, during which the participants were asked to practice Thai word order for 20 min. They were administered a questionnaire to fill out after five weeks of practice and were tested for retention one month after the experiment. A total of 84 valid questionnaires were collected, with an effective return rate of 93.3%. Of the respondents, 30 were male (35.7%), and 54 were female (64.3%). The data were subjected to item analysis, reliability and validity analysis, and then underwent PLS-SEM for research model validation. The results revealed that: (1) Thai language self-efficacy was positively related to learning retention and task value; (2) Thai language anxiety was negatively related to learning retention and task value; (3) Learning retention was positively related to the task value of learning and continuous usage intention. [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]

This research aimed to develop two scales measuring pre-service teachers' task value towards peer feedback provision and peer feedback reception (PFR) based on expectancy-value theory. Two studies were conducted to investigate the psychometric properties of the scales with the sample of undergraduate students in teacher education programs. In the first study, exploratory factor analysis for both scales revealed 13 items collected under utility, intrinsic, and attainment value factors. A general task value factor was also identified in the scale regarding PFR. In the second study, different models of the scales were evaluated with confirmatory factor analysis, and the second-order models were favored. Moreover, reliability and additional analyses supported using a general task value factor that was highly correlated with students' willingness to participate in peer feedback activities. Overall, this study provides two scales, recommends research for further validation, and discusses the internal structure of the task value construct. [ABSTRACT FROM AUTHOR]

The present study investigates the relationship between parents’ educational expectations and academic self-efficacy mediated by task value, achievement goals, and parental involvement in education in first-grade high school students in Farooj city, Iran. To this end, a correlational design was used. The study’s statistical population included all first-grade high school students in 2021 of Farooj city (N = 2278). In this study, 329 people (165 girls and 164 boys) were selected using the cluster random sampling method as the research sample. The participants completed the Academic Self-Efficacy Scale by Morgan and Jinks (1999), Achievement Goal Questionnaire (AGQ) by Elliot and McGregor (2001), Task Value Subscale by Pintrich et al. (1991), Scale of Educational Aspirations and Expectations for Adolescents (SEAEA) by Jacob’s (2010), and Family Involvement Scale by Manz et al. (2004). Data analysis was performed using structural equation modeling (SEM). Results indicated that the educational expectations did not have a direct effect on academic self-efficacy; however, they had a significant indirect effect on academic self-efficacy through homework value (p < .05) and through parental involvement in educational activities (p

The aim of this study is to examine both within-person and between-person associations of academic self-concept and task values in literacy and mathematics to identify the most promising motivational construct to prevent motivational decline during school transitions. The sample included 3636 students (average age at the start: 15.73 years, SD: 0.32 years) followed up three times from lower secondary school (T1) to the third year (T3) of upper secondary education, either in vocational or academic tracks. Multi-group random intercept cross-lagged panel models detected several spillover (cross-lagged) effects between self-concept and task values in mathematics but not in literacy. There were also marginal but significant differences between students from different educational tracks in both subjects. Overall, utility value and academic self-concept in mathematics were found to be the most promising motivational constructs in changing motivational beliefs, thus presenting important starting points in motivational interventions. This study highlights that spillover effects are more pronounced in maths than in literacy, emphasising the need for tailored interventions in mathematics education. Moreover, the potential disruption in students' motivational beliefs during school transitions suggests the importance of ensuring continuity in support to help mitigate the impact of these transitions. While our results indicate limited carryover effects, it is possible that school transitions are experienced as breaks in motivational development. The role of utility value in exhibiting spillover effects over school transitions in both maths and literacy suggests the significance of emphasising the practical relevance of academic subjects to sustain students' motivation. Additionally, recognising the superior role of academic self-concept in maths in spillover effects on task values underscores the importance of nurturing students' confidence and beliefs in their own mathematical abilities. • Task values and success expectancies are partly reciprocally interwoven. • There are more spillover effects in maths than in literacy. • School transitions may disrupt students' motivational beliefs. • Utility value shows spillover effects over school transition in both maths and literacy. • Most spillover effects on task values in maths come from academic self-concept. [ABSTRACT FROM AUTHOR]

In order to effectively support students’ learning and development at university, we need a better understanding of what helps undergraduate students thrive in the university environment. In this study, we surveyed 204 senior undergraduate students at a large research-intensive university in western Canada to explore factors related to thriving as a university student. We measured sense of belonging (including perceived faculty understanding, peer support, and classroom comfort), task value (students’ perceptions of the value of their course content), and academic achievement (self-reported grade point average) for students’ current year and their recollections of their first year at university. We also asked students to identify factors they considered integral to becoming a successful university learner. Both sense of belonging and perceived task value increased from first to senior year. Sense of belonging was consistently associated with academic achievement, whereas task value was associated with academic achievement in first year only. Two components of belonging (faculty understanding, classroom comfort) predicted academic achievement in first year; only one (classroom comfort) predicted academic achievement in the current year. Qualitative analysis of responses toopen-ended questions identified themes in four categories as key contributors to students’ development and success: personal development, social support, course design, and university resources and opportunities. Factors related to personal development (e.g., learning to prioritize health, improving time management skills, and developing self-regulated learning skills) were identified most frequently as key components in students’ adaptation to university learning environments. Insights from this study can inform development of curricular and co-curricular strategies to better support undergraduate students’ learning and development at university. Afin de soutenir efficacement l’apprentissage et le développement des étudiants et des étudiantes d’université, nous devons mieux comprendre ce qui aide les étudiants et les étudiantes de premier cycle à s’épanouir dans l’environnement universitaire. Dans cette étude, nous avons interrogé 204 étudiants et étudiantes en fin de premier cycle inscrits dans une université axée sur la recherche située dans l’ouest du Canada dans le but d’explorer les facteurs liés à l’épanouissement en tant qu’étudiant et étudiante universitaire. Nous avons mesuré le sentiment d’appartenance (y compris la perception de la compréhension des professeurs et des professeures, le soutien des pairs et le confort en classe), la valeur des tâches (les perceptions des étudiants de la valeur du contenu de leurs cours) et la réussite académique (la moyenne générale des notes auto-déclarée) pour l’année en cours et leur souvenir de leur première année à l’université. Nous avons également demandé aux étudiants et aux étudiantes d’identifier les facteurs qui, selon eux, jouaient un rôle essentiel pour réussir en tant qu’apprenant et apprenante à l’université. Tant le sentiment d’appartenance que la valeur perçue des tâches avaient augmenté entre la première et la dernière années d’études. Le sentiment d’appartenance était considéré comme associé à la réussite académique, alors que la valeur des tâches était associée à la réussite académique seulement au cours de la première année. Deux composantes d’appartenance (compréhension des professeurs et des professeures, confort en classe) permettaient de prédire la réussite académique au cours de la première année; une seule composante (confort en classe) permettait de prédire la réussite académique au cours de l’année en cours. L’analyse qualitative des réponses aux questions ouvertes a identifié des thèmes dans quatre catégories en tant que contributeurs principaux au développement et à la réussite des étudiants et des étudiantes : le développement personnel, le soutien social, la conception des cours et les ressources et les opportunités de l’université. Les facteurs liés au développement personnel (par ex. l’apprentissage pour accorder la priorité à la santé, l’amélioration des compétences en gestion du temps et le développement de compétences d’apprentissage auto-régulées) ont été identifiés le plus fréquemment comme éléments clés dans l’adaptation des étudiants et des étudiantes aux environnement d’apprentissage universitaires. Les conclusions de cette étude peuvent contribuer à l’élaboration de stratégies curriculaires et co-curriculaires dans le but de mieux soutenir l’apprentissage et le développement des étudiants et des étudiantes de premier cycle universitaire

We integrated perspectives from achievement goal theory and expectancy-value theory to investigate how undergraduate students' (N = 475) achievement motivation might influence their instructional dissent. A latent profile analysis of students' achievement goals, performance self-efficacy, task value, and perceived cost revealed four distinct subgroups of students characterized by differences in their achievement motivation. Students between these latent profiles differed to some degree in their use of expressive and vengeful dissent but not rhetorical dissent. When examining instructor clarity as a triggering agent of dissent, lack of clarity was positively associated with all three types of instructional dissent; however, auxiliary moderation models revealed that latent profile membership did not moderate these effects. Our results suggest that although instructor clarity has similar effects on students' instructional dissent—regardless of their latent profile membership—students still experience some differences in instructional dissent which can be explained by their achievement motivation profiles. [ABSTRACT FROM AUTHOR]

Evaluating the trustworthiness of sources is important in today’s society. However, research has shown that students struggle when applying this skill. This study in history education aims to gain insight into students’ procedural knowledge about evaluating the trustworthiness of sources and into the value students attach to learning this skill. Grade 9 students (N = 132) performed tasks and filled out a questionnaire. Students applied more correct criteria of trustworthiness than they reported knowing. They considered this skill somewhat important and useful, but less interesting. Procedural knowledge and task value were significant predictors of students’ task performance. Therefore, it is important to make students aware of the knowledge they implicitly possess and to make learning this skill more interesting for students. [ABSTRACT FROM AUTHOR]

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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 students of Nigerian public universities, the direct effect of CL on SEPSA and the mediating effects of task value, mastery goal orientation and performance goal orientation were tested using Hayes-PROCESS Macro 3.5. The regression results indicate that CL associated positively with SEPSA as well as task value and mastery goal orientation, and not for performance goal orientation. However, the mediation analysis suggests that task value and mastery goal orientation mediate CL activities and SEPSA. Our findings highlight the important potentials of CL for increasing SEPSA. The present study has implications for higher education teachers and administrators, educators, policymakers, students and researchers who are in search of effective strategies for improving student engagement in practical skills acquisition and learning. [ABSTRACT FROM AUTHOR]

Students, particularly those in science, technology, engineering and mathematics (STEM) and healthcare‐related programs, should develop proficient interpersonal skills, including communication. To help students develop effective communication skills, instructors need to consider the value students give to learning these skills. The Student Attitudes Toward Communication Skills Survey (SATCSS) was developed to measure how undergraduate students value learning communication skills based on Expectancy‐Value Theory across three modes of communication (verbal, written, non‐verbal). The survey was given to students interested in healthcare professions and enrolled in an undergraduate anatomy and physiology (A&P) course (n = 233) at a Midwest research active university. The survey showed evidence of validity, measuring two components: (1) "Value to Profession" (attainment and utility value) and (2) "Value to Self" (intrinsic value and cost). There was a significant difference in sub‐scores among the four task values such that students thought that learning communication skills was important and relevant (high attainment and utility value) but not interesting (low intrinsic value) and costly. Students with high total scores valued communication skills across all four task values. As total value scores decreased, it was first due to students finding learning communication skills to be time prohibitive and then a lack of interest in learning communication skills. Based on these results, it is recommended that instructors incorporate communication skills training into content that is already part of their A&P course to reduce time concerns. Additional recommendations include using reflective activities and humor to increase student interest. [ABSTRACT FROM AUTHOR]

Background: Numerous studies have examined academic Enthusiasm. But research on developing a structural model for predicting mathematical enthusiasm based on Math self-schemas and Math Affective Memories mediated by task value and Ability/expectancy Beliefs has been neglected. Aims: The present research aimed to study Structural Relationship between Math affective memories and Math self-schemas with Math Enthusiasm by Mediating Role of Ability/expectancy beliefs and Task. Methods: This study was a correlational study using structural equation modeling in which500 female students in 11th grade studying mathematics and science courses were selected from Tehran through multi- stages clustering method. All subjects completed affective memory, task cost, math enthusiasm questionnaires and Data were analyzed using structural model and path analysis tests. Results: According to results, negative memory had negative effects on ability-expectancy beliefs and positive memory had positive effects on (P>0/01). Negative memory had effects on math task value directly (P>0/01) as well as indirectly (P>0/01) with mediating role of ability-expectancy beliefs. Positive memory had effects on task value with mediation role of ability-expectancy beliefs directly and indirectly (P>0/01). Ability -expectancy beliefs had effect on task value directly (P>0/05). Positive and negative memories had effects on math enthusiasm directly and indirectly (P>0/01). The direct relationship between Math self-schemas, Math task value and Math ability-expectancy beliefs with math enthusiasm was not significant (P>0/05). Conclusion: negative or positive memory had significant effect on math enthusiasm Also, Math self-schemas and Math Affective Because of ability-expectancy beliefs Affect of Math task value. Applied inspirations of findings were discussed.

Extant research on students’ feedback conceptions has reported effects on performance, but the relationship of feedback conceptions to important motivational factors is not empirically evidenced. This study fills this gap by providing empirical data about students’ conceptions of feedback in relation to their motivational beliefs and achievement goals. Measurement and structural modelling analyses were based on undergraduate student data from New Zealand domestic (n = 832) and Chinese (People’s Republic of China, PRC) international students (n = 504) in New Zealand universities. Based on cross-ethnic invariant measurement models of conceptions of feedback, motivational beliefs, and achievement goals, a structural equation model uncovered links between feedback conceptions, motivational beliefs, and achievement goals. Specifically, feedback conceptions believing in actively using feedback and the value of teacher comments significantly promoted self-efficacy and task value beliefs, as well as mastery and performance-approach goals. In contrast, maladaptive feedback perceptions (i.e., feedback is ignored or used for judging performance against external standards or relative to others) had a minimal-to-negative impact on motivational beliefs and triggered stronger performance-avoidance goals. This study empirically demonstrates that conceptions of feedback support motivational beliefs and goal approaches consistent with previous claims concerning their self-regulatory role.

The present study used a multilevel approach to investigate the influence of four clusters of variables (i.e., demographic, homework, teacher, and parent) on three types of math homework purposes (i.e., academic, self-regulatory, or approval-seeking) perceived by 3,018 8th graders in China. Results revealed that each of the three math homework purposes was significantly related to at least one variable from three or more clusters at the student level (e.g., homework interest, teacher feedback quality, and parent content support). In addition, each purpose was significantly related to at least one variable from either homework or teacher clusters at the class level (e.g., homework quality and teacher autonomy support), thereby providing empirical support to the multilevel nature of math homework purposes. Third, compared with the "quantity" variables, the "quality" variables at the student and class levels played a more influential role in all three homework purposes, particularly relating to homework variables (quality/interest/favorability vs. time/frequency) and parent variables (content support vs. help quantity). Finally, although the present study did not directly compare students' perspectives from different cultural backgrounds, the findings alluded to the role of cultural specificity in all three math homework purposes. [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]

Research has revealed that both cognitive factors, such as knowledge, problem solving strategies and affective factors, such as motivation and emotions, strongly influence mathematical problem solving. However, few studies have examined the content specificity and generality of the relationship between mathematical problem solving and affective factors. This study examines the content specificity and generality of the relationship between mathematical problem solving, task value, math anxiety and engagement among high school students. Japanese second-year high school students (n = 240) completed questionnaires. The multilevel structural equation modelling revealed that utility value for entrance examinations and emotional engagement positively affected mathematical problem solving via cognitive engagement between various contents level. Emotional engagement positively affected mathematical problem solving via cognitive engagement within a certain content level. The results suggest that promoting the perception that learning mathematics has high utility value for university entrance examinations across various contents can increase students' cognitive engagement and, therefore, improve mathematical problem solving. Furthermore, both increasing students' emotional engagement only when they learn certain content and consistently increasing it may improve cognitive engagement and, therefore, allow learners to better solve mathematical problems. The study's findings have significant implications for educational practice and mathematical problem-solving research. [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]

This study explored educational cost using a multidimensional scaling approach. Undergraduates rated how similar 11 items on task value and cost were with one another. Results show that cost has two dimensions, each consisting of two clusters. In one dimension, cost is separated from task value components; in the other, cost is clustered with task value components. Findings imply nuances of cost in the context of goal theory, motivation, and emotion. [ABSTRACT FROM AUTHOR]

In this study, the relationships between task value, self-efficacy and mathematics anxiety in everyday life in secondary school students were investigated. In addition, the mediating role of self-efficacy in the relationship between task value and mathematics anxiety in daily life was examined. 203 secondary school students participated in the research. Data were obtained by using Motivated Strategies for Learning Questionnaire and Mathematics Anxiety Scale. The relationships between task value, self-efficacy and anxiety were examined by applying Pearson Product-Moment Correlation analysis. The mediating role of self-efficacy was tested by applying structural equation model analysis. It was determined that as the perception of task value increased, perceptions of mathematics self-efficacy increased and mathematics anxiety in everyday life decreased. It was found that as self-efficacy belief increases, mathematics anxiety in everyday life decreases. Self-efficacy has a partial mediating role in the relationship between task value and mathematics anxiety in everyday life. In order to reduce mathematics anxiety in everyday life, students can be provided with successful experiences in mathematics, while making them feel that mathematics is important and useful. [ABSTRACT FROM AUTHOR]

Introduction: Academic boredom is a common problem and major concern of educational systems. This study endeavored to investigate the possible mediating role of homework value in relationship between teacher feedback and academic boredom and well-being. Methods: In this study population included students of Hamadan University of Medical Sciences in the academic years 2020-2021. In this descriptive correlation study, 365 students were randomly selected from the population using the Cochran's formula. The instruments used in this study are as follows: Pietarinen et al.'s Academic Well-Being Scale, Pekrun et al.'s Progress Emotions Questionnaire, Yousefi Afrashteh et al.'s Iranian Developmental Feedback Scale, and Pintrich et al.'s Self-Regulatory Questionnaire. The gathered data were analyzed through Pearson correlation coefficient method. Results: The results showed that the correlation coefficient of teacher feedback with task value was 0.54, with academic boredom -0.38 and with academic well-being 0.26 as well as task value-correlation coefficient with academic boredom -0.44 and with academic well-being 0.33. The correlation coefficient of academic boredom with academic well-being is -0.49.The results of path analysis indicated that formative feedback through task value has a significant indirect effect on both academic boredom and academic well-being. Conclusion: According to the results, it is suggested that policy makers provide appropriate training programs for teachers and foster rich opportunity for them to learn how to provide feedback to learners which in turn usher in the progress and success of more students.

Abstract 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.

The aim of the present study was to investigate the structural relationship between mathematical self-schemas and math Enthusiasm with the mediating role of ability-expectation beliefs and task value. This study was a correlational research using structural equation modeling. The sample included 500 female students in the 11th grade studying mathematics and science courses in Tehran. The participants were selected through multi-stages clustering method. All subjects completed the Math Self-Schemas, Semnan Expectancy-Value Questionnaire, Task Cost and Math Enthusiasm Questionnaires. The internal relationships of the variables were tested using the structural equation modeling method. The findings showed that mathematical self-schemas had a direct and positive effect on ability-expectancy beliefs. The effect of self-schemas on task value was also mediated by ability-expectancy beliefs. Ability-expectancy beliefs also directly affected the math task value. Although the direct effect of mathematical self-schemas on math enthusiasm was not significant; its indirect effect seemed to be significant. The effect of ability-expectancy beliefs on math enthusiasm was also mediated by task value. The path indicating the direct effect of the math task value on math enthusiasm was also significant. Thus, based on the findings, math self-schemas seem to influence math enthusiasm through beliefs about the ability to expect, and the math task value.

A growing body of research suggests that utility-value interventions can promote students' academic motivation and achievement. Moreover, there is evidence that minimal interventions are particularly useful for ethnic minority and first-generation students at college. Whether this is also the case with high school students belonging to minorities and having low parental educational background, is unclear. In a double-blind randomized field experiment with N = 439 academic-track students from 9th grade in Germany, we investigated whether a short version of an established utility-value intervention (i.e., quotations evaluation intervention) would promote the students' utility, attainment, and intrinsic values in math and their math test performance after the intervention. Moreover, we investigated if such short-term intervention effects were moderated by students' migration background and parental educational background. We found significant positive main effects of the intervention on the students' utility and attainment values in math compared to a control group. The effect on attainment value was especially pronounced for students with migration background whose parents held no university entrance certificate. We discuss the practical relevance of these findings and highlight challenges for future research in this field. [ABSTRACT FROM AUTHOR]

Background & Objective: This study aimed to present a causal model of future orientation and self-regulated learning based on the mediating role of academic self-efficacy and task value using a path analysis method. Materials and Methods: This descriptive, correlational study was performed on 205 MSc medical students (MSc) in Shahid Beheshti University, who were selected by Cochrane’s formula and multistage stratified sampling. The subjects completed four questionnaires, including Bouffard educational self-regulation questionnaire, Pintrich’s task value questionnaire, Midgley’s standard self-efficacy questionnaire, and Seginer future orientation questionnaire. Data analysis was performed in SPSS and AMOS using path analysis method. Results: In this study, future orientation factor had a significant, positive effect on academic self-regulation in students. In addition, there was a significant, positive correlation between developmental assessment and students’ use of academic self-efficacy and task value, thereby confirming the research hypotheses. Conclusion: According to the results, using future orientation increased academic self-regulation in the MSc medical students (virtual) in Shahid Beheshti University and led to a higher use of academic self-regulation in learning considering the mediating role of academic self-efficacy and task value. Evaluation of the fit indexes demonstrated the favorable fit of the proposed model based on the data obtained from the participants.

This study aimed to determine the extent of pre-service science teachers’ (PTS) process and materialistic understanding of sound concept and the role of their task value beliefs in their scientific conception of sound. With this aim, the Sound Concept Inventory Instrument (SCII) was translated and adapted to Turkish. The SCII was administered to 320 PTS from four universities across Turkey. The average percentages of correct responses of PTS to the main and subcategory questions of the SCII showed that PTS hold both materialistic and process views of sound. Moreover, the results of the regression analysis indicated that PTSs’ task value belief was a significant predictor of their scientific view of sound. Based on these findings, a number of recommendations have been suggested for PTS education programs in Turkey.