College Women's Value Orientations toward Family, Career, and Graduate School.

By Ann Battle, Allan Wigfield. 2003

235 citations recorded by the source corpus.

Subfields: Gender Studies, Organizational Behavior and Human Resource Management, Safety Research

View Paper: https://www.semanticscholar.org/paper/5f68271c8edba6dbf85dffb2dac4b11149012051

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Citations in the corpus

What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability (2008, background): “For instance, Eccles, Wigfield, and colleagues (e.g., Battle & Wigfield, 2003; Eccles & Wigfield, 1995; Meece, Wigfield, & Eccles, 1990) proposed and identified four dimensions of task value related to (1) intrinsic value (i.e., the enjoyment experienced from task engagement), (2) attainment or…”
Understanding Career Aspirations Among Young Women (2016, background): “Numerous studies, including those focused on gifted women, indicate that women have lower career aspirations when compared to men and often select more traditional, less lucrative careers that underutilize their abilities (Ferriman, Lubinski, & Benbow, 2009; Kerr, Foley-Nicpon, & Zapata, 2005;…”
Why Do Students Choose Engineering? A Qualitative, Longitudinal Investigation of Students' Motivational Values (2010, background): “, 2008), 2) predict undergraduates’ intentions to attend graduate school (Battle and Wigfield, 2003), and 3) are better predictors of activity choice than competence beliefs (Wigfield, 1994; Wigfield and Eccles, 2000) among children and adolescents.”
Measuring cost: The forgotten component of expectancy-value theory (2015, background): “Battle and Wigfield (2003) tested 24 items to measure the anticipated cost or personal sacrifice associated with females’ pursuit of a graduate degree.”
Returning to Graduate School: Expectations of Success, Values of the Degree, and Managing the Costs (2013, background): “The EVT lens has provided insight on gender-specific choices (Ceci & Williams, 2007; Frome, Alfeld, Eccles, & Barber, 2006; Battle & Wigfield, 2003), student course choices (Nagy et al., 2006), and student career choices (Frome et al., 2006; Matusovich et al., 2008).”
Expectancy-value theory: retrospective and prospective (2010, background): “Battle and Wigfield (2003), in one of the few studies to include the cost component of achievement values, found that attainment and utility value were positive predictors of college students’ intentions to enter graduate school, but the perceived psychological cost of graduate school attendance…”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “Battle and Wigfield ( 2003 ) , in one of the few studies to include the cost component of achievement values , found that attainment and utility value were positive predictors of college students ' intentions to enter graduate school , but the perceived psychological cost of graduate school…”
The Mathematics Value Inventory for General Education Students: Development and Initial Validation (2010, background): “Task valuing also predicts college women’s general intentions to attend graduate school in all fields (Battle & Wigfield, 2003) and whether they will change their career aspirations out of male-dominated fields (Frome, Alfeld, Eccles, & Barber, 2006).”
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. (2019, background): “…a great deal of research has examined how expectancies, values, and costs at a single time point relate to subsequent or concurrent outcomes (e.g., Battle & Wigfield, 2003; Bong, 2001; Bong, Cho, Ahn, & Kim, 2012; Guo et al., 2015a, 2015b; Perez et al., 2014), there is evidence that both the…”
A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “Psychological cost value refers to the consequences of failing at the task, such as a decline in self-worth (Battle & Wigfield, 2003; Eccles et al., 1983; Perez, Cromley, & Kaplan, 2013).”