Probing for the Multiplicative Term in Modern Expectancy-Value Theory: A Latent Interaction Modeling Study.

By Ulrich Trautwein, Herbert W. Marsh, Benjamin Nagengast, O. Lüdtke, Gabriel Nagy, Kathrin Jonkmann. 2012

485 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/834f5a3994ecf14396d1d64c627fcf9d8ce4dc01

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Citations in the corpus

Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness (2021, background): “Bandura differentiated between efficacy expectation (beliefs about what they can do) and outcome expectation (beliefs about the likely outcomes of performance) and noted that both expectations are closely linked to academic outcomes (Trautwein et al., 2012).”
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. (2019, background): “Given that perceived costs are typically negatively related to expectancies and values (e.g., Conley, 2012; Flake et al., 2015; Trautwein et al., 2012), one may speculate that perceived costs increase over time.”
A Developmental, Person-Centered Approach to Exploring Multiple Motivational Pathways in Gifted Underachievement (2013, background): “Partial evidence to this end is given by recent findings that low perceptions of competence are most detrimental when combined with high value, rather than low value (Trautwein et al., 2012); therefore, we do not include the BFLPE as a driving force in this pathway.”
Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis (2014, background): “This second perspective of simultaneously endorsed motives mirrors work in other prominent motivational frameworks, including expectancy-value theory (Trautwein et al., 2012; Wigfield, Tonks, & Klauda, 2009) and achievement goal theory (Barron & Harackiewicz, 2001; Linnenbrink, 2005), in which the o”
Trajectories of change in students’ self-concepts of ability and values in math and college major choice (2015, background): “Third, researchers such as Trautwein et al. (2012), who used a complex modelling procedure to examine links of SCA and values to grades, looked at the predictive relations separately for each aspect of task value rather than in combination.”
Expectancy value interactions and academic achievement: Differential relationships with achievement measures (2019, methodology): “In contrast, results considering achievement tests suggest a detrimental effect of high task value when expectancy beliefs are low (Durik, Shechter, Noh, Rozek, & Harackiewicz, 2015; Trautwein et al., 2012).”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “The cost of engaging in a task or tasks is measured 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; T”
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization (2018, methodology): “In some EVT-models, the multiplicative function between both sets of beliefs is considered, such that individuals would be especially motivated to engage in an activity if they believe the task is valuable and if they are capable of executing the task (Feather, 1992; Trautwein et al., 2012).”