Course enrollment as self-regulatory behavior: Who takes optional high school math courses?
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2022, Learning and Individual DifferencesCitation Excerpt :Of the four types of task value, this feature makes utility value particularly amenable to outside intervention precisely because it is more easily influenced by a range of individual and situational factors (Wigfield & Cambria, 2010). Further, perceived utility value is associated with a wide range of positive academic outcomes, including increased effort (Cole et al., 2008; Durik et al., 2006), increased engagement (Johnson & Sinatra, 2013), increased interest (Acee & Weinstein, 2010; Durik et al., 2015; Hulleman et al., 2010; Hulleman & Harackiewicz, 2009), deeper learning (Duffin et al., 2016; Johnson & Sinatra, 2013), increased performance (Bong, 2001; Canning et al., 2018; Harackiewicz, Canning, et al., 2016; Hulleman et al., 2010; Hulleman & Harackiewicz, 2009), future course enrollment (Bong, 2001; Durik et al., 2006; Meece et al., 1990; Updegraff et al., 1996), decreased dropout rates (Canning et al., 2018), and career aspirations (Durik et al., 2006). Due to the robustness of findings supporting the importance of utility value to academic outcomes and its extrinsic nature, utility value has become a focus of recent interventions (for reviews, see Harackiewicz et al., 2014).
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2019, Contemporary Educational PsychologyAssociations between parents and students’ motivational beliefs in mathematics and mathematical performance: The role of gender
2018, Contemporary Educational PsychologyCitation Excerpt :The effect of these gendered messages on children’s ability beliefs is evident in girls rating their own mathematics ability lower than that of boys despite similar mathematics achievement, although the gap has reduced in recent years (Hyde, 2014; Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002). Evidence also indicates that boys report higher utility value for mathematics than girls (Eccles et al., 1993; Marsh & Yeung, 1998; Updegraff, Eccles, Barber, & O’Brien, 1996; Wigfield et al., 1997). Several studies conducted in the United States and in Germany explored how this influence occurs (Fredricks & Eccles, 2002; Jacobs, 1991; Tiedemann, 2000), and found that parents’ stereotypes interacted with their child’s gender to determine the messages parents provide to their child about their ability in certain domains, such as mathematics, and the value of participating in domain-relevant activities.
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