Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change.

By Marcus Johnson, Gale M. Sinatra. 2013

142 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2f84bbf2d8817249ab1626ca24b6a20b81e4e5fa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Doug Lombardi
2. Gale M. Sinatra
3. E. Michael Nussbaum
4. Benjamin C. Heddy
5. Jeff J. Kosovich
6. K. Barron
7. R. Lazowski
8. Chris S. Hulleman

In Experimental and Cognitive Psychology

1. Chris S. Hulleman
2. Jeff J. Kosovich
3. K. Barron
4. Doug Lombardi
5. Gale M. Sinatra
6. R. Lazowski
7. E. Michael Nussbaum
8. Benjamin C. Heddy

In Social Psychology

1. Chris S. Hulleman
2. Jeff J. Kosovich
3. Doug Lombardi
4. K. Barron
5. E. Michael Nussbaum
6. Gale M. Sinatra
7. R. Lazowski
8. Benjamin C. Heddy

Citations in the corpus

• Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom (2017, unknown): “…context, all focused on utility value (Acee & Weinstein, 2010; Brown, Smith, Thoman, Allen, & Muragishi, 2015; Harackiewicz, Canning, Tibbetts, Priniski, & Hyde, 2015; Harackiewicz, Rozek, Hulleman, & Hyde, 2012; Hulleman & Harackiewicz, 2009; Hulleman et al., 2010; Johnson & Sinatra, 2013).”
• The Challenges of Defining and Measuring Student Engagement in Science (2015, background): “Of these, interest and relative cost are perhaps the most closely tied to engagement theoretically; however, utility and attainment have also been show to relate to engagement (Johnson & Sinatra, 2012).”
• Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, background): “…individuals’ goals and intentions, epistemic motives and dispositions, or the social context, all which may be involved in the conceptual change process (see, e.g., Brem et al., 2003; E. M. Evans, 2001; Gregoire, 2003; Johnson & Sinatra, 2013; Sinatra, Kardash, Taasoobshirazi, & Lombardi, 2012).”
• Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, background): “Attainment value has been found to be positively correlated with intrinsic and utility value, cognitive engagement, and intentions to continue education (e.g., Battle & Wigfi eld, 2003 ; Eccles, Wigfi eld, Harold, & Blumenfeld, 1993 ; Johnson & Sinatra, 2013 ; Wigfi eld et al., 1997 ).”