Subjective Task Value and the Eccles et al. Model of Achievement-Related Choices.

By Jacquelynne S. Eccles. 2005

1,154 citations recorded by the source corpus.

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Citations in the corpus

Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, background): “Eccles and colleagues ( 1983 ) and Eccles ( 2005 ) have consistently proposed four major types: intrinsic value , utility value , attainment value , and cost .”
The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University (2011, background): “…and doubts are paramount and can influence how they perceive, experience, and negotiate the environment both in the shortterm and in the long-term (Bronfenbrenner 1979; Deaux and Major 1987; Dunkel-Schetter and Lobel 1990; Eccles 2005; Levy et al. 2005; London et al. 2005; London et al. 2007).”
Co-Regulation of Student Motivation and Emergent Identity (2009, background): “In modern cognitive and social cognitive theories, motivated behavior typically is considered the result of choices or decisions that individuals make with respect to their goals, beliefs, and values (e.g., Bandura, 1997; Eccles, 2005; Elliot & Dweck, 2005).”
Implications for educational practice of the science of learning and development (2019, background): “, 2018) and influenced by personal relevance based on unique experience, sense of purpose, and goals for the future (Eccles, 2005; Harackiewicz & Hulleman, 2010).”
Achievement Motivation and Academic Dishonesty: A Meta-Analytic Investigation (2020, background): “Intrinsic task value and intrinsic motivation originate from different theoretical perspectives and can have slightly different foci; intrinsic value focuses on current perceived interest whereas intrinsic motivation involves the decision to engage in a particular activity (Eccles 2005).”
A Growth Mindset Intervention: Enhancing Students’ Entrepreneurial Self-Efficacy and Career Development (2020, background): “A fundamental predictor of interest is one’s evaluation of the potential to learn the subject (Eccles, 2005).”
Mathematically gifted students and high achievement: the role of motivation and classroom structure (2015, background): “Eccles (2005) regards these two components as the most immediate predictors of achievement-related behavior.”
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, background): “The Eccles and colleagues’ expectancy-value framework posits that individuals’ choice of and persistence in a given task are predicted by her or his success expectancies and subjective valuing of the task (Eccles, 2005; Eccles et al., 1983).”
An Investigation of College Students’ Perceptions of Academic Dishonesty, Reasons for Dishonesty, Achievement Goals, and Willingness to Report Dishonest Behavior (2013, background): “The value of a task refers to the “quality of [the] task that contributes to the increasing or decreasing probability that an individual will select it” (Eccles, 2005, p. 119).”
Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms (2018, background): “Subjective task value is conceptualized as an individual's belief about the quality of a task and is differentiated into four components (Eccles, 2005): intrinsic value refers to an individual's expected enjoyment when engaging with the task, utility value refers to the individual's perception of…”
Measuring Undergraduate Students' Engineering Self‐Efficacy: A Validation Study (2016, background): “Task value has four components: attainment value, intrinsic value, utility value, and cost (Eccles, 2005).”
Profiles of professional engagement and career development aspirations among USA preservice teachers (2014, methodology): “The FIT-Choice framework is founded upon the expectancy-value framework of Eccles and colleagues (see Eccles (Parsons) et al., 1983; Eccles, 2005, 2009) within the specific context of teaching as a career choice.”