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Is This Worth It? Examining How Students Weigh Competing Motivational Beliefs Through an Expectancy-Value Lens
Thu, April 24, 1:45 to 3:15pm MDT (1:45 to 3:15pm MDT), The Colorado Convention Center, Floor: Meeting Room Level, Room 710Session Type: Symposium
Abstract
The situated expectancy-value theory of motivation (SEVT) examines how students’ perceptions of the positive and negative aspects of academic tasks shape their motivational beliefs. Much research has examined which SEVT motivational beliefs predict academic outcomes and to what extent, but work rarely examines how students weigh multiple, often competing, motivational concerns against one another. Our proposed symposium aims to examine how students weigh competing SEVT motivational beliefs in their minds to shape their overall motivation and/or academic choices. We will present research from four teams of experts who address weighing using different types of motivational beliefs, age groups, and methods, along with remarks by a discussant who is an expert in studying the role of value for academic choices.
Sub Unit
Chairs
Emily Quinn Rosenzweig, Teachers College, Columbia University
Patrick N. Beymer, University of Cincinnati
Papers
Historically Underrepresented Science Undergraduates’ Interpretations of Science Costs and Values Survey Items - Doug Snuffer, Old Dominion University; Faith Watrous, Old Dominion University; Melissa R Colangelo, Old Dominion University; Kendra Yvonne Hall, Old Dominion University; Vicky Phun, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University; Tony Perez, Old Dominion University
Reevaluating Cost: A Race Reimaged Perspective on the EVT Cost Construct Introduction and Theoretical Framework - Chino Ekwueme, University of Michigan; Jamaal Matthews, University of Michigan
Self-Efficacy Inertia: The Role of Competency Beliefs and Academic Burden in Achievement - Sarah Margaret Wolff, University of Nevada - Las Vegas; Jonathan C. Hilpert, University of Nevada - Las Vegas; Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas; Matthew L. Bernacki, University of North Carolina - Chapel Hill; Jeff A. Greene, University of North Carolina - Chapel Hill
Examining How Adolescents from Racially Marginalized Backgrounds Weigh Competing Expectancy-Value Motivational Concerns for Studying Mathematics/Science - Emily Quinn Rosenzweig, Teachers College, Columbia University; Xiao-Yin Chen, University of Tennessee; Yichi Zhang, University of Georgia; Xinyu Liu, Florida State University; Patrick N. Beymer, University of Cincinnati