Expectancy–value theory as a framework to understand the relation between domain‐specific perfectionism and internalizing symptoms in freshman high school students

2020 ◽  
Author(s):  
Hannah R. Koerten ◽  
Eric F. Dubow
Keyword(s):  
High School ◽  
High School Students ◽  
Internalizing Symptoms ◽  
Value Theory ◽  
School Students ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Domain Specific

scholarly journals Born to Code: Does the Portrayal of Computer Scientists as Geniuses Undermine Adolescent Youths' Motivational Beliefs?

2021 ◽  
Vol 12 ◽  
Author(s):  
Christine R. Starr
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Science ◽  
Value Theory ◽  
Physical Sciences ◽  
School Students ◽  
Expectancy Value ◽  
Correlational Research ◽  
Computer Scientists ◽  
Post Test

Introduction: Computer scientists are often stereotyped as geniuses who are naturally gifted in pSTEM (physical Sciences, Technology, Engineering, and Math). Prior correlational research found that this genius stereotype is negatively related to students' pSTEM motivation. However, the effect has not been explored experimentally to evaluate possible casual influences. Using situated expectancy-value theory as a framework, the present experiment tested whether media invoking the genius stereotype negatively impacts high school students' expectancy and value beliefs regarding pSTEM.Methods: The sample comprised of 213 U.S. high school students (53% boys, 46% Asian). Participants read one of two versions of an article profiling a student majoring in computer science. The genius condition emphasized the student's natural talent and the importance of being gifted for success in computer science, whereas the control condition did not mention these attributes. Pre- and post-test measures of pSTEM expectancy and value beliefs were assessed.Results and Conclusions: Students in the genius condition, but not the control condition, demonstrated a significant decline in pSTEM value beliefs. There was no effect on expectancy beliefs. Thus, popular stereotypes of persons in pSTEM as geniuses may contribute to students devaluing of pSTEM subjects. These stereotypes may be especially threatening to girls and students from minoritized backgrounds. Implications are discussed, including the need to address genius stereotypes in pSTEM classrooms.

scholarly journals Ninth Graders’ Energy Balance Knowledge and Physical Activity Behavior: An Expectancy-Value Perspective

2012 ◽  
Vol 31 (4) ◽  
pp. 293-310 ◽  
Author(s):  
Senlin Chen ◽  
Ang Chen
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Energy Balance ◽  
Physical Activity Behavior ◽  
After School ◽  
Path Coefficient ◽  
School Students ◽  
Expectancy Value ◽  
Activity Behavior

Expectancy beliefs and task values are two essential motivators in physical education. This study was designed to identify the relation between the expectancy-value constructs (Eccles & Wigfield, 1995) and high school students’ physical activity behavior as associated with their energy balance knowledge. High school students (N = 195) in two healthful-living programs (i.e., combination of physical and health education) responded to measures of expectancy-value motivation, energy balance knowledge, in-class physical activity, and after-school physical activity. The structural equation modeling confirmed positive impact from expectancy beliefs and interest value to in-class physical activity (Path coefficient range from .19 to .26, ps < .01). Cost perception was found exerting a negative impact on after-school physical activity but a positive one on lower level of understanding of energy balance (Path coefficient range from -.33 to -.39, ps < .01). The findings painted a complex but meaningful picture about the motivational impact of expectancy-value constructs on physical activity and energy balance knowledge. School healthful-living programs should create motivational environments that strengthen students’ expectancy beliefs and interest value and alleviate their negative perceptions and experiences.

Creative Thinking in Mathematics in Israeli High School Students

2005 ◽  
Vol 20 (2) ◽  
pp. 155-165
Author(s):  
Nava L. Livne ◽  
Roberta M. Milgram
Keyword(s):  
High School ◽  
High School Students ◽  
Creative Thinking ◽  
Large Scale ◽  
School Students ◽  
Mathematical Talent ◽  
Domain Specific ◽  
Iq Scores ◽  
Practical Implications ◽  
11Th Grade

The authors distinguished both theoretically and empirically between academic and creative abilities in mathematics. The former was postulated as intelligence applied to mathematics and the latter as creative thinking, operationally defined as ideational fluency, applied to mathematics. The findings of a large-scale study of 10th and 11th grade students (N = 1,090) conducted in Israel indicated that creative thinking constitutes a necessary but not sufficient component in creative thinking in mathematics. The practical implications of these findings are that it would be worthwhile to add reliable measures of both general creative thinking and domain-specific creative ability in mathematics, such as the ones developed in the current study, to IQ scores and school grades in order to identify pupils with such abilities and to help them realize their mathematical talent.

scholarly journals Socio-Economic Determinants of Health Literacy in High School Students: A Cross-Sectional Study

2021 ◽  
Vol 18 (22) ◽  
pp. 12231
Author(s):  
Mariusz Duplaga ◽  
Marcin Grysztar
Keyword(s):  
High School ◽  
High School Students ◽  
Health Literacy ◽  
The Self ◽  
External Support ◽  
Linear Regression Models ◽  
School Students ◽  
Critical Determinant ◽  
Cross Sectional ◽  
Domain Specific

Today, a person’s health literacy (HL) is perceived as a critical determinant for their health. It is well known that limited health literacy is associated with harmful health behaviours, the lower use of preventive services, problems in making use of healthcare resources and poor skills for the self-management of chronic disorders. This study analysed the level and factors associated with HL in high school students in southern Poland. The study is based on the data from a paper-and-pencil survey of high schools students in the Malopolska Voivodshop. The students were selected using a two-stage cluster random sampling procedure. The level of HL was assessed with the European Health Literacy Survey Questionnaire, consisting of 47 items. Univariate logistic and linear regression models were applied to analyse the association between general HL score and the main domain-specific indices. The respondents whose parents had attended University and came from more affluent families were less likely to demonstrate limited HL. There was a significant positive relationship between the self-assessment of the economic situation, size of accommodation, the level of expenditure on a mobile phone and receiving external support, the size of the book collection at home, and domain-specific HL sub-indices. In conclusion, among socio-demographic factors, the parents’ education is the only consistent predictor of the level of HL in high school students. Furthermore, most variables reflecting the economic status of the respondent’s family are significantly associated with the general HL score and its sub-indices.

Distinct and Overlapping Dimensions of Reading Motivation in Commonly Used Measures in Schools

2018 ◽  
Vol 46 (1) ◽  
pp. 39-54 ◽  
Author(s):  
Sabina R. Neugebauer ◽  
Ken A. Fujimoto
Keyword(s):  
Social Cognitive ◽  
Cognitive Theory ◽  
Reading Motivation ◽  
Self Determination Theory ◽  
Value Theory ◽  
School Students ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Educational Benefits ◽  
Competence Beliefs

The current investigation addresses critiques about motivation terminology and instrumentation by examining together three commonly used reading motivation assessments in schools. This study explores the distinctiveness and redundancies of the constructs operationalized in these reading motivation assessments with 222 middle school students, using item response theory. Results support distinctions between constructs grounded in self-determination theory, social cognitive theory, and expectancy-value theory as well as conceptual overlap, among constructs associated with competence beliefs and social sources of motivation across different theoretical traditions. Educational benefits of multidimensional and unidimensional interpretations of reading motivation constructs covered in these instruments are discussed.

scholarly journals The impact of a brief, bullying bystander intervention on internalizing symptoms: Is gender a moderator of intervention effects?

2019 ◽  
Vol 40 (3) ◽  
pp. 275-293 ◽  
Author(s):  
Diana M. Doumas ◽  
Aida Midgett ◽  
April D. Watts
Keyword(s):  
High School ◽  
High School Students ◽  
Internalizing Symptoms ◽  
Control Group ◽  
School Students ◽  
Intervention Effects ◽  
Bullying Intervention ◽  
Emotional Outcomes ◽  
Bullying Programs ◽  
The Impact

The purpose of this study was to evaluate the efficacy of a brief, bystander bullying intervention on reducing internalizing symptoms among students ( N = 65). Although witnessing bullying is associated with mental health risks, the majority of research on bystander interventions focuses on the impact of these programs on school-wide bullying reduction rather than improved emotional outcomes for those trained to intervene. Results indicated high school students trained in a brief, bystander bullying intervention reported greater decreases in internalizing symptoms from baseline to a three-month follow-up compared to students in a control group. Further, gender moderated intervention effects such that differences in decreases in internalizing symptoms were significant for females only. Implications for school-based anti-bullying programs for high school students are discussed.

scholarly journals Does the Cognitive Activity can Generate Student’s Physics Argumentation Performance Features?

2020 ◽  
Vol 9 (1) ◽  
pp. 177-183
Author(s):  
Viyanti Viyanti ◽  
Cari Cari ◽  
Zuhdan Kun Prasetyo ◽  
Hervin Maulina
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Activity ◽  
Descriptive Study ◽  
School Students ◽  
Research Instrument ◽  
Domain Specific ◽  
Qualitative Descriptive ◽  
A Performance

A performance feature is a domain-specific to the organization of knowledge. Well-organized knowledge is characterized when students are able to collaborate the knowledge features of the physics problem.  The knowledge feature can be a cognitive activity where teachers influence students by changing the pattern of knowledge from "defining" to "applying" knowledge. This research aims to analyze whethet the cognitive activity from the teacher can generate student’s argumentation performance features or no. This study is a qualitative descriptive study which involved 100 of high school students in Bandar Lampung.   The data  was collected using a research instrument in the form of reasoned multiple choices which has been validated.  The results of this study showed that students' involvement in cognitive activity by following variety of procedures can generate student’s argumentation performance fetaures.

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