Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis.

By Amanda M. Durik, M. Vida, Jacquelynne S. Eccles. 2006

513 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Gender Studies

View Paper: https://www.semanticscholar.org/paper/e3467efc916fce8c3d6cfc016d08da6ebbccdc6f

How researchers see this paper

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

In Education

In Experimental and Cognitive Psychology

In Gender Studies

Citations in the corpus

Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12 (2010, background): “…value in reading and writing appear to be at an advantage, longitudinal studies indicate that these beliefs globally diminish as children get older (Durik et al., 2006; Eccles, Wigfield, & Schiefele, 1998; Jacobs et al., 2002; Stipek & Mac Iver, 1989; Wigfield & Eccles, 1994; Wigfield et al.,…”
Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits (2014, unknown): “In general, girls typically value reading more highly than boys (Durik, Vida & Eccles, 2006; Eccles et al., 1993; Marinak & Gambrell, 2010; Wigfield et al., 1997).”
Expectancy-value theory: retrospective and prospective (2010, methodology): “Bandura (1997), Dweck (2002), and Wigfield et al.”
How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications (2020, background): “EVT posits four dimensions of valuing, importance and usefulness being two of them, which, when paired with high personal expectancies for success, affect individuals’ activity choices and achievement (Durik et al., 2006).”
Handbook of Self-Regulation of Learning and Performance (2011, background): “As noted earlier, researchers have found that students’ subjective task values predict both intentions and actual decisions to persist at different activities, such as taking mathematics and English courses (Bong, 2001; Durik et al., 2006).”
Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes (2016, background): “, 2015) as well as educational and career aspirations (Durik et al., 2006; Watt et al., 2006, 2012).”
Gender Differences in Reading Motivation: Does Sex or Gender Identity Provide a Better Account?. (2012, result): “…that while sex differences are frequently found in the domain of reading, some research studies find no sex differences in reading motivation (Meece & Miller, 1999; Wigfield & Guthrie, 1997), or highlight that differences which were found were small (Durik et al., 2006; Logan & Johnston, 2009).”