Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains

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A Meta-Analysis of Relations Between Achievement and Self-Concept (2020, background): “In this regard, the GI/E model assumptions were demonstrated for subjective task value components (Arens et al., 2017; Gaspard et al., 2018; Götz et al., 2008; Marsh, Abduljabbar, et al., 2015), student-teacher relations (Arens & Möller, 2016), and interest (Schurtz et al., 2014).”
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. (2019, background): “Our finding that attainment value appeared to decline more slowly than other constructs suggests that, in line with our hypotheses and prior research in other contexts (Gaspard et al., 2017; Kosovich et al., 2017; Watt, 2004), expectancies and specific task values may differ in how they develop duri”