Achievement Task Values

• Eccles & Wigfield• Research based on K-12 school kids and academic subjects

• Four Components of Task Value:1 ___________________________________– Importance of doing well on a task– Confirm or disconfirm central aspects of one’s self-schema

Achievement Task Values (cont.)

2 ___________________________________– Enjoyment for a task– Subjective interest in task’s content

3 ___________________________________– Usefulness of a task in terms of future goals

– Means-end analysis

4 ___________________________________– Negative aspects of engaging in the task

Achievement Task Values (cont.)

• Self-Efficacy ______________________• Task Value _______________________• When Task Value is held constant, SE ___________________________________

• When Self-Efficacy is held constant, TV___________________________________

• Task Value _______________________• Self-Efficacy ______________________

Achievement Task Values (cont.)

• As age ____________, Task Value ratings for school tasks and curriculum _________

• Not true for ______________• Significant drop-off in task value when transitioning out of ___________________– Change in view of intelligence, greater emphasis placed on social comparison

– Mismatch between middle school structure and the beliefs & needs of students

Interest

• ___________________________________ – Personality trait directed toward an activity or topic

– More than curiosity (which is diffuse)

• ___________________________________– Generated by environmental conditions– More than just arousal or curiosity which have a short half-life

Schiefele (cont.)Learning Strategy Study Interest

Rehearsal -.26*

Elaboration .47**

Organization .19

Seeking Information .44**

Time Management .12

Critical Thinking .29*

Investment of Time and Effort .58**

_________________________________________________

*p < .05 **p < .001

Renninger’s Model of the Relations

Low

Low High

High

Prior

Knowledge

Activity Value

Wade’s Interest/Importance

Matrix

Low

LowHigh

High

Importance

Interest

Wade’s Interest/Importance

MatrixSentence Type Rank Immediate/Delayed

Extrinsic Rewards

• Diminishers of intrinsic motivation:– Task-contingent rewards– Offers of “good player” awards– Deadlines– Imposed goals (but, see Locke & Latham)– Avoidance of unpleasant stimuli– Surveillance– Social evaluation

Sources of Intrinsic Motivation

• _________: intermediate difficulty; level of difficulty must rise as skill level increases

• __________: new information is discrepant from prior knowledge/beliefs/perceptions; must be some minimal value attached to the new information

• ___________: choice in task selection, construction of rules

• ___________: use of imagination, but embellishments must not be distracting

Solving the Problem

• Problem: How to interest students in uninteresting material?

• Solution:– Build immediate, intermediate, and long-term __________ into the information via ________

– Highlight curious/odd/cool parts of the information

– As students spend _________ engaged in study, they become more _______________, and thus, more _________________.

Chain of Events