Students perceiving high task value exert greater effort and achieve more than students perceiving low value¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Perceived high task value is associated with greater effort and higher achievement relative to perceived low value. → Belland Brian R. 2013 q2 i? Task value also predicts expectancy for success and self-regulation. → Belland Brian R. 2013 (2)

Evidence¶

Belland Brian R. 2013¶

Belland Brian R., Kim ChanMin, Hannafin Michael J. (2013). A Framework for Designing Scaffolds That Improve Motivation and Cognition. Educational Psychologist. https://doi.org/10.1080/00461520.2013.838920

q2 · i? · theoretical · r3

The review reports this association citing Cole, Bergin, and Whittaker (2008); the study was not read. It grounds guideline 2, establishing attainment value via explanatory rationales, expert modeling, and reflection prompts.

"Students who perceive high task value in a task have been found to exert greater effort and achieve more than students who perceive low value in the task (Cole, Bergin, & Whittaker, 2008)."

Belland Brian R. 2013 (2)¶

Belland Brian R., Kim ChanMin, Hannafin Michael J. (2013). A Framework for Designing Scaffolds That Improve Motivation and Cognition. Educational Psychologist. https://doi.org/10.1080/00461520.2013.838920

q2 · i? · theoretical · r3

Additional review attribution, citing Wigfield and Cambria (2010), that task value predicts expectancy for success and self-regulation, reinforcing why scaffold designers should promote perception of high task value in PBL.

"Furthermore, task value predicts expectancy for success and self-regulation (Wigfield & Cambria, 2010)."

Discussion¶

Related Claims¶

• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
• Perceived instrumentality enhances student motivation only for students with a positive attitude toward their personal future; for students with a negative future outlook, high utility has the opposite effect — related
• Different value components differentially predict outcomes: low cost for achievement, attainment value for effort, and utility value uniquely predicting none — related
• Student-level achievement and aspirations positively predict subsequent expectancy and utility value, but not effort cost — related