Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions

By Jiesi Guo, Herbert W. Marsh, P. Parker, Alexandre J. S. Morin, Theresa Dicke. 2017

153 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/695c144b504a9ef749baa107935b2043fbc0ab42

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Citations in the corpus

• Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “Importantly, both self-concept/selfefficacy and task value are needed for students to engage in STEM and have career aspirations in STEM (Guo et al., 2017).”
• Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains (2019, result): “…to demonstrate positive relations to students’ self-concept and intrinsic value in the matching domains, although respective evidence is weaker for attainment value (Arens, Marsh et al., 2017; Guo et al., 2017; Marsh et al., 2005; Spinath, Spinath, Harlaar, & Plomin, 2006; Trautwein et al., 2012).”