Social influences, school motivation and gender differences: an application of the expectancy‐value theory

By Weihua Fan. 2011

126 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/86680ca5007bac4c59bf45a3396af39291f2f9c6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Alyssa K. Parr
2. Judit Kormos
3. E. Loh
4. V. Bonitz
5. Thom Kiddle

In Experimental and Cognitive Psychology

1. Alyssa K. Parr
2. Judit Kormos
3. Eric N. Wiebe
4. Malinda Faber
5. E. Loh
6. Daniel Stanhope
7. V. Bonitz
8. A. Unfried

Citations in the corpus

• What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment (2019, background): “Fan (2011) discussed the application of EVT in terms of structural relations between social influences, task values, ability beliefs, educational expectation and academic engagement for both genders.”
• The Development and Validation of a Measure of Student Attitudes Toward Science, Technology, Engineering, and Math (S-STEM) (2015, background): “Having high expectancy-value beliefs has been found to be associated with a student’s persistence in taking both advanced science and math courses (Fan, 2011; Simpkins, Davis-Kean, & Eccles, 2006).”
• The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile (2013, background): “Socio-economic status, however, does not only affect final language learning outcomes but also has an influence on motivation to learn, self-regulation and students’ self-related beliefs (Fan, 2011).”
• Role of Family Background, Student Behaviors, and School-Related Beliefs in Predicting High School Dropout (2015, result): “…and educational outcomes; this has been supported by empirical research in which mediumsized correlations were found between these predictors and educational outcomes, including high school dropout (e.g., Eccles, 1983, Fan, 2011; Hardre & Reeve, 2003; Legault et al., 2006; Lent et al., 1994).”
• Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations (2016, unknown): “, 2013; Reeve & Lee, 2014; Phan, 2014b; Wang & Eccles, 2013), task value (e.g., Wang & Eccles, 2013; Martin, Way, & Anderson, 2015; Phan & Ngu, 2014b; Fan, 2011), and mastery goal orientation (e.”