Task values, achievement goals, and interest: An integrative analysis.

By Chris S. Hulleman, Amanda M. Durik, Shaun B. Schweigert, Judith M. Harackiewicz. 2008

527 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4c487b1249eb9023f15d39797cedcab2e80d37ca

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In Experimental and Cognitive Psychology

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Citations in the corpus

How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, result): “In sum, task value seems to be a modulator that contributes to the increase or decrease of the interest and so, motivation moves in the intrinsic-extrinsic continuum, as Hulleman et al. (2008) have shown.”
Extending the 3 × 2 achievement goal model to the sport domain: The 3 × 2 Achievement Goal Questionnaire for Sport (2015, background): “…2005;Wang et al., 2007), has been found to be positively related to performance-approach goals in some studies (Li et al. 2011; Wang, Koh, & Chatzisarantis, 2009) but not others (Adie & Jowett, 2010; Hulleman et al., 2008), and has evidenced no clear pattern of relations with avoidance-based goals.”
Support, belonging, motivation, and engagement in the college classroom: a mixed method study (2014, background): “This finding is relevant for instructors to consider, as students may develop a deeper personal interest in utilitarian class activities (Hulleman et al. 2008), which may ultimately enhance their perceptions of belonging in the course. In a study on college students’ classroom communities, McKinney ”
Gender Differences in the Effects of a Utility-Value Intervention to Help Parents Motivate Adolescents in Mathematics and Science. (2015, background): “For example, Hulleman et al. (2008) found that students’ perceptions of utility value predicted achievement in both a college classroom and a high school sports camp.”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “…relationships with the same outcomes across samples ranging from elementary school students to college students (e.g., Duda & Nicholls, 1992; Hulleman, Durik, Schweigert, & Harackiewicz, 2008; Leondari & Gialamis, 2002; Senko & Harackiewicz, 2005b; Shih, 2005; for reviews of normative…”
Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom (2017, methodology): “In particular, students’ perceptions of utility value have been associated with achievement outcomes in longitudinal field studies (e.g., Bong, 2001; Durik, Vida, & Eccles, 2006; Hulleman et al., 2008).”
What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance (2015, methodology): “Perceptions of utility value tend to be strongly correlated with reports of task interest and enjoyment (e.g., Eccles and Wigfield 1995; Hulleman et al. 2008; Simpkins et al. 2006) and related to continued engagement in domains.”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “Mastery-approach goals have been consistently associated with more positive emotions, such as interest and enjoyment of learning, and fewer negative emotions, such as boredom (e.g., Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer, 2008; Hulleman et al., 2008; Pekrun et al., 2006, 2009).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “…) Importance Some teenagers think it is important to be intelligent BUT other teenagers do not think it is important to be intelligent Some teenagers do not think that doing well in school is really that important BUT other teenagers think that doing well in school is important Hulleman et al .”
Comparison of Self-Beliefs for Predicting Student Motivation and Achievement (2012, background): “Task value is an important predictor of academic choices, self-reported effort in class, and intention to persist on a task (Hulleman, Durik, Schweigert, & Harackiewicz, 2008 ).”