Variations on an Expectancy-Value Model of Motivation in Science

Contemporary Educational Psychology

Volumn 24, Issue 2, 1999, Pages 71-94

  Debacker, Teresa K ^a   Nelson, R Michael ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002320403     PISSN: 0361476X     EISSN: None     Source Type: Journal    
DOI: 10.1006/ceps.1998.0984     Document Type: Article

References (50)

1. Ames C. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology. 84:1992;261-271.
2. Ames C., Archer J. Achievement goals in the classroom: Student's learning strategies and motivation processes. Journal of Educational Psychology. 80:1988;260-267.
3. Anderman E. M., Young A. J. Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching. 31:1994;811-831.
4. Archer J. The relationship between gender-role measures: A review. British Journal of Social Psychology. 28:1989;173-184.
5. Baker D., Leary R. Letting girls speak out about science. Journal of Research in Science Teaching. 32:1995;3-27.
6. Ballard-Reisch D., Elton M. Gender orientation and Bem Sex Role Inventory: A psychological construct revisited. Sex Roles. 77:1992;291-306.
7. Becker B. J. Gender and science achievement: A reanalysis of studies from two meta-analyses. Journal of Research in Science Teaching. 26:1989;141-169.
8. Beller M., Gafni N. The 1991 international assessment of educational progress in mathematics and sciences: the gender differences perspective. Journal of Education Psychology. 88:1996;365-377.
9. Belsely D. A., Kuh E., Welsch. Regression diagnostics: Identifying influential data and sources of collinearity. 1980;Wiley, New York.
10. Bem S. L. The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology. 42:1974;155-162.
11. Burkam D. T., Lee V. E., Smerdon B. A. Gender and science learning early in high school: Subject matter and laboratory experiences. American Educational Research Journal. 34:1996;297-331.
12. Catsambis S. Gender, race, ethnicity, and science education in the middle grades. Journal of Research in Science Teaching. 32:1995;243-257.
13. Cain K. M., Dweck C. S. The relations between motivational patterns and achievement cognitions through the elementary school years. Merrill-Palmer Quarterly. 41:1995;25-52.
14. Csikszentmihalyi M., Csikszentmihalyi I. S. Optimal Experience: Psychological studies of flow in consciousness. 1988;Cambridge University Press, New York.
15. Dweck C. S. Motivational processes affecting learning. American Psychologist. 41:1986;1040-1048.
16. Dweck C. S., Leggett E. A social-cognitive approach to motivation and personality. Psychological Review. 95:1988;256-273.
17. Eccles J. Expectancies, values, and academic behaviors. Achievement and achievement motives. 1983;W. H. Freeman and Company, San Francisco. p. 75-146.
18. Eccles J. S., Wigfield A. In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin. 21:1995;215-225.
19. Garcia T., Pintrich P. R. The effects of autonomy on motivation and performance in the college classroom. Contemporary Educational Psychology. 21:1996;477-486.
20. Galambos N. L., Almeida D. M., Petersen A. C. Masculinity, femininity, and sex role attitudes in early adolescence: Exploring gender intensification. Child Development. 61:1990;1905-1914.
21. Greene B. A., Miller R. B. Influences on achievement: Goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology. 21:1996;181-192.
22. Greene, B. A. Roedel, T. D. Ravindran, B. Krows, J. 1997, March, An exploration of motivation and gender variables in high school mathematics classes.
23. Greenfield T. A. Gender- and grade-level differences in science interest and participation. Science Education. 81:1997;259-275.
24. Kahle J. B., Lakes M. K. The myth of equality in science classrooms. Journal of Research in Science Teaching. 20:1983;131-140.
25. Kahle J. B., Meece J. Research on gender issues in the classroom. Gabel D. L. Handbook of research on science teaching and learning. 1994;542-557 Macmillan, Toronto.
26. Kahle J. B., Parker L. H., Rennie L. J., Riley D. Gender differences in science education: Building a model. Educational Psychologist. 28:1993;379-404.
27. Lee O., Brophy J. Motivational patterns observed in sixth-grade science classrooms. Journal of Research in Science Teaching. 33:1996;303-318.
28. Lee V. E., Burkam D. T. Gender differences in middle grade science achievement: Subject domain, ability level, and course emphasis. Science Education. 80:1996;613-650.
29. Maehr M. L. Meaning and motivation: Toward a theory of personal investment. Ames R. E., Ames C. Research on Motivation in Education. 1984;115-144 Academic Press, New York.
30. Mason C. L., Kahle J. B., Gardner A. L. Draw-a scientist test: Future implications. School Science and Mathematics. 91:1991;193-198.
31. Meece J. L., Blumenfeld P. C., Hoyle R. H. Students' goal orientations: and cognitive engagement in classroom activities. Journal of Educational Psychology. 80:1988;514-523.
32. Meece J. L., Holt K. A pattern analysis of students' achievement goals. Journal of Educational Psychology. 85:1993;582-590.
33. Miller R. B., Behrens J. T., Greene B. A., Newman D. Goals and perceived ability: Impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology. 18:1993;2-14.
34. Miller, R. B. Brickman, S. 1997, March, The role of future consequences (goals) in achievement motivation.
35. Miller, R. B. Cavallo, A. M. L. Blackburn, M. A. 1995, April, Meaningful understanding in the learning of genetics concepts: Building a causal model.
36. Miller R. B., Greene B. A., Montalvo G. P., Ravindran B., Nichols J. D. Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology. 21:1996;388-422.
37. Montalvo, G. P. Krows, J. Miller, R. B. 1996, April, The effects of liking versus disliking the teacher on student motivation.
38. Nichols J. G. The competitive ethos and democratic education. 1989;Harvard University Press, Cambridge.
39. Nolan S. B. Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction. 5:1988;269-287.
40. Nolan S. B., Haladyna T. M. Motivation and studying in high school science. Journal of Research in Science Teaching. 27:1990;115-126.
41. Pintrich P. R., Marx R. W., Boyle R. A. Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research. 63:1993;167-199.
42. Pintrich P. R., Smith D. A. F., Garcia T., McKeachie W. J. Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement. 53:1993;810-814.
43. Pintrich P. R., Roeser R. W., DeGroot E. A. M. Classroom and individual differences in early adolescent's motivation and self-regulated learning. Journal of Early Adolescence. 14:1994;139-161.
44. Steinkamp M. W., Maehr M. L. Gender differences in motivational orientations toward achievement in school science: A quantitative synthesis. American Educational Research Journal. 21:1984;39-59.
45. Sullins E. S., Hernandez D., Fuller C., Tashiro J. S. Predicting who will major in a science discipline: Expectancy-value theory as part of an ecological model for studying academic communities. Journal of Research in Science Teaching. 32:1995;99-119.
46. VanderStoep S. W., Pintrich P. R., Fagerlin A. Disciplinary differences in self-regulated learning in college students. Contemporary Educational Psychology. 21:1996;345-362.
47. Wentzel K. R. Adolescent classroom goals, standards for performance, and academic achievement: An interactionist perspective. Journal of Educational Psychology. 81:1989;131-142.
48. Weinburg M. Gender differences in student attitudes toward science: A meta-analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching. 32:1995;387-398.
49. Wigfield A. Expectancy-value theory of achievement motives: A developmental perspective. Educational Psychology Review. 6:1994;49-78.
50. Wigfield A., Harold R. D., Freedman-Doan C., Eccles J. S., Yoon K. S., Arbreton A. J. A., Blumenfeld P. C. Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology. 89:1997;451-470.