Ethnicity, gender, and the development of achievement values.

By S. Graham, April Z. Taylor. 2002

94 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/840f83b7b200a99292f67f848acef35cedc20e62

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

African American Students at Predominantly White Institutions: A Motivational and Self-Systems Approach to Understanding Retention (2008, background): “AAAccAccording to Graham and Taylor (2002), we cannot be sure whether or why African-American students value or devalue education because research has not been directly concerned with issues of race, ethnicity, and task value.”
Understanding Students' Motivation in Sport and Physical Education: From the Expectancy-Value Model and Self-Efficacy Theory Perspectives (2008, result): “…educational contexts has yielded mixed results, with African Americans devaluing the importance, attractiveness, and utility of academic success (Graham & Taylor, 2001) and minority students, including African Americans, valuing education more than Whites (Goldsmith, 2004; Stevenson, Chen, &…”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “, Graham & Taylor , 2002 ; Graham , Taylor , & Hudley , 1998 ; Taylor & Graham , 2007 ) devised an innovative measure of task value that asks students to nominate other students whom they most admire , like , and want to be like as a way to get at students ' achievement values indi - rectly .”
Expectancy-value theory: retrospective and prospective (2010, methodology): “Another alternative is to use ‘‘indirect’’ self-report measures such as those used by Graham and her colleagues (Graham & Taylor, 2002; Taylor & Graham, 2007) to measure task value; such measures have the potential of avoiding some of the concerns about social desirability of the direct measures.”
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. (2019, background): “This finding is consistent with other research showing that Black and Hispanic students typically report higher or equivalent levels of motivation compared to White or Asian students (Fuligni et al., 2005; Graham, 1994; Graham & Taylor, 2002; Wigfield et al., 2012).”
Positive Development in a Disorderly World (2011, background): “Indeed, cultural psychologist Joan Miller (2003) describes how in many cultures much of people’s motivation entails subordination of the self to the group, a point also made by Graham and Taylor (2002).”
Motivational beliefs, values, and goals. (2002, background): “Second, attribution models include beliefs about ability and expectancies for success, along with incentives for engaging in different activities, including valuing of achievement (see Graham & Taylor 2001).”
Self-Regulation of Homework Behavior: Homework Management at the Secondary School Level (2013, background): “In addition, in line with the call to attend possible interactions among ethnicity, gender, and age in motivation theory and research (Graham & Taylor, 2002), Model 2 includes three interaction terms (Ethnicity × Gender, Ethnicity × Grade Level, and Gender × Grade Level).”