Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives

By AnneMarie Conley. 2012

411 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7df4189da0e5564e84904523c56bb27cb09100cf

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Expectancy-Value-Cost Model of Motivation (2015, background): “Conley (2012) included two new cost items in a large scale study to determine the most”
Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school (2020, methodology): “…moderate multiple goals; Jansen in de Wal, Hornstra, Prins, Peetsma, & van der Veen, 2016; Pulkka & Niemivirta, 2013; Schwinger et al., 2016), and a low goal profile (e.g., low-mastery/low-performance, low-motivation, disaffected; Conley, 2012; Daniels et al., 2008; Gonçalves et al., 2017).”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “…in terms of inability to engage in other activities and tasks of interest, or losing out on other opportunities (Chiang Byrd, & Molin, 2011; Conley, 2012); excessive investment of time and effort the task requires (Perez, Cromley, & Kaplan, 2014; Trautwein et al., 2012); and feelings of…”
Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement (2021, background): “such, person-centered approaches, including cluster analysis, identify more complex and ecologically valid patterns among multiple interrelated constructs than what can be uncovered by variable-centered approaches including researcher-defined interactions (Conley, 2012).”
Psychosocial Factors and Community College Student Success (2017, background): “Other research has begun studying profiles of motivational characteristics and adaptive combinations of motivation (Conley, 2012; Shell & Husman, 2008).”
Expectancy value interactions and academic achievement: Differential relationships with achievement measures (2019, background): “Evidence of the empirical separability of the four value components has been gathered in several studies (e.g., Trautwein et al., 2012; Luttrell et al., 2009; Conley, 2012; Guo et al., 2015; Gaspard et al., 2015; see also Flake, Barron, Hulleman, McCoach, & Welsh, 2015).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “One challenge to the person-centered approach is that different goal profiles emerge across different studies and may also vary as a function of additional variables included in the profiles (see, e.g., Conley, 2012; Dina & Efklides, 2009).”
Measuring cost: The forgotten component of expectancy-value theory (2015, background): “Fortunately, a growing body of work is beginning to emerge (Barron & Hulleman, 2015; Chen & Liu, 2009; Chiang, Byrd, & Molin, 2011; Conley, 2012; Perez, Cromley, & Kaplan, 2014; Trautwein et al., 2012; Watkinson, Dwyer, & Nielsen, 2005).”
What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment (2019, background): “…correlations between expectancy beliefs with both intrinsic value and attainment value were found in the domain of L1 learning and mainly in the English language (e.g. Conley, 2012; Trautwein et al., 2012), and that competency beliefs and interests are two synchronous ideas for many young students.”
Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis (2014, background): “…Wigfield, Tonks, & Klauda, 2009) and achievement goal theory (Barron & Harackiewicz, 2001; Linnenbrink, 2005), in which the optimal combination of goals remains a contested issue (Conley, 2012; for reviews, see Senko, Hulleman, & Harackiewicz, 2011; Zusho, Linnenbrink-Garcia, & Rogat, in press).”