More value through greater differentiation: Gender differences in value beliefs about math.

By Hanna Gaspard, Anna‐Lena Dicke, Barbara Flunger, Brigitte Maria Schreier, Isabelle Häfner, Ulrich Trautwein, Benjamin Nagengast. 2014

328 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Management Science and Operations Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f4f8f2768b20d8039d68da7c557250452a874c7c

How researchers see this paper

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

In Experimental and Cognitive Psychology

In Management Science and Operations Research

In Social Psychology

Citations in the corpus

Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, background): “Gaspard et al. ( 2015 ) identiﬁ ed ﬁ ve different subtypes of utility value.”
Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes (2016, methodology): “Following Gaspard et al. (2015), we began by evaluating a series of CFAs based on secondorder models and examined intercorrelations among value components, self-concept, and outcome variables.”
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments (2018, background): “Such values may be communicated by students' peers or instructors, for instance, through messages that convey information on the utility of learning contents or technology tools (Frenzel, Pekrun, & Goetz, 2007b; see also Gaspard et al., 2015, on the related concept of social utility value).”
Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains (2018, methodology): “recent studies have also found support for the distinction between multiple facets of cost, including effort, emotional cost, and opportunity cost (Flake, Barron, Hulleman, McCoach, & Welsh, 2015; Gaspard et al., 2015; Perez, Cromley, & Kaplan, 2014).”
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. (2019, background): “Also, boys showed lower effort cost and psychological cost in math (Gaspard et al., 2015; Watt, 2004) whereas boys and girls showed similar levels of opportunity cost (Gaspard et al., 2015).”
Expectancy value interactions and academic achievement: Differential relationships with achievement measures (2019, background): “Evidence of the empirical separability of the four value components has been gathered in several studies (e.g., Trautwein et al., 2012; Luttrell et al., 2009; Conley, 2012; Guo et al., 2015; Gaspard et al., 2015; see also Flake, Barron, Hulleman, McCoach, & Welsh, 2015).”
Relevance for Learning and Motivation in Education (2018, background): “Among the novel features of research from the T€ubingen group is the focus on fine-grained subfacets of taskvalue components (Gaspard et al., 2014; Trautwein et al., 2013), which implicitly links relevance to different aspects of task value rather than, as described previously, restricting…”
The Role of Situational Interest in Personalized Learning (2018, background): “Having students evaluate interview quotes describing the usefulness of math has also been found to be an effective approach for enhancing utility value and value beliefs (Gaspard et al., 2015).”