Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research

IF 14.3 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychologist Pub Date : 2021-11-29 DOI:10.1080/00461520.2021.1984242

E. Rosenzweig, Allan Wigfield, J. Eccles

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引用次数: 42

Abstract

Abstract Motivational interventions grounded in Eccles and colleagues’ situated expectancy-value theory (SEVT) can promote students’ motivational beliefs and academic performance. However, most prior work has focused on one construct, perceived utility value. SEVT includes multiple constructs found to influence students’ academic motivation, performance, and choices. We therefore believe it is time to move beyond a sole focus on utility value by exploring interventions that are designed to impact the other central constructs in the theory. In this article we provide theoretical and research-based recommendations for the design of such interventions, focusing on the why, when, and how of their implementation. We discuss interventions to target students’ attainment value, intrinsic value, perceived cost, expectancies for success and/or ability beliefs, and different combinations of SEVT constructs. We conclude by discussing ideas for SEVT-based interventions that can address the situated, synergistic, and dynamic nature of motivation.

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超越效用价值干预:期望值干预研究下一步的原因、时间和方式

基于Eccles及其同事情境期望价值理论的动机干预可以促进学生的动机信念和学习成绩。然而，大多数先前的工作都集中在一个结构上，即感知效用价值。SEVT包括多种构念，这些构念会影响学生的学习动机、成绩和选择。因此，我们认为现在是时候通过探索旨在影响理论中其他中心结构的干预措施来超越对效用价值的单一关注。在本文中，我们为此类干预措施的设计提供了理论和基于研究的建议，重点是为什么，何时以及如何实施。我们讨论了针对学生成就价值、内在价值、感知成本、成功期望和/或能力信念的干预措施，以及SEVT结构的不同组合。最后，我们讨论了基于sev的干预措施的想法，这些干预措施可以解决动机的情境性、协同性和动态性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.