Physics Career Education Day: Design, Implementation, and Assessment

2018 ◽  
Vol 19 (3) ◽  
pp. 266-279 ◽  
Author(s):  
Liang Zeng ◽  
Ruben Ortega ◽  
John Faust ◽  
Oscar Guerrero
Keyword(s):  
Career Education ◽  
College Graduates ◽  
Rio Grande Valley ◽  
Value Theory ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
University Of Texas ◽  
Science Technology ◽  
And Mathematics ◽  
The University

The nation faces critical shortages of Hispanic science, technology, engineering, and mathematics (STEM) college graduates—especially in physics. To address youth lack of awareness about physics careers, physics educators at the University of Texas Rio Grande Valley implemented a strategic intervention anchored in Modern Expectancy-Value Theory, Physics Career Education Day, in collaboration with two local school districts. Presurvey and postsurvey results have shown that this intervention significantly increased student awareness and interest in physics careers.

scholarly journals Teaching strategies and value for STEM courses

2017 ◽  
Author(s):  
Virginia Gravina ◽  
Christopher Beswick ◽  
Kamden K Strunk
Keyword(s):  
Self Efficacy ◽  
Teaching Practices ◽  
Value Theory ◽  
Task Value ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Interest In Science ◽  
Subjective Task Value ◽  
And Mathematics ◽  
The Relationship

Expectancy-value theory has been used to investigate reasons why students have low achievement and low interest in science, technology, engineering, and mathematics (STEM) courses. The purpose of this study was to investigate the relationship between self-efficacy, perceived teaching practices, and subjective task value in gateway STEM courses. Results demonstrated that self-efficacy influenced perception of teaching practices and subjective task value, and perceived teaching practiced influenced subjective task value. Results and implications for teaching practices are discussed.

scholarly journals Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

2020 ◽  
Vol 44 (4) ◽  
pp. 491-507 ◽  
Author(s):  
Theresa Schnettler ◽  
Julia Bobe ◽  
Anne Scheunemann ◽  
Stefan Fries ◽  
Carola Grunschel
Keyword(s):  
Undergraduate Students ◽  
Intrinsic Value ◽  
Value Theory ◽  
Drop Out ◽  
Multilevel Regression ◽  
Expectancy Value Theory ◽  
Final Exam ◽  
Expectancy Value ◽  
Motivational Process ◽  
And Mathematics

Abstract The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students’ demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.

scholarly journals Theory-driven intervention for changing personality: Expectancy value theory, behavioral activation, and conscientiousness.

2014 ◽  
Vol 50 (5) ◽  
pp. 1442-1450 ◽  
Author(s):  
Jessica F. Magidson ◽  
Brent W. Roberts ◽  
Anahi Collado-Rodriguez ◽  
C. W. Lejuez
Keyword(s):  
Behavioral Activation ◽  
Value Theory ◽  
Expectancy Value Theory ◽  
Expectancy Value

Expectancy-value theory & preschool parental involvement in informal STEM learning

2021 ◽  
Vol 76 ◽  
pp. 101320
Author(s):  
Tricia A. Zucker ◽  
Janelle Montroy ◽  
Allison Master ◽  
Michael Assel ◽  
Cheryl McCallum ◽  
...  
Keyword(s):  
Parental Involvement ◽  
Value Theory ◽  
Stem Learning ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Informal Stem Learning

scholarly journals Teachers’ Perspectives and Practices in Applying Technology to Enhance Learning in the Classroom

2015 ◽  
Vol 10 (3) ◽  
pp. 10 ◽  
Author(s):  
Tantri Sari Safitry ◽  
Teddy Mantoro ◽  
Media Anugerah Ayu ◽  
Ilza Mayumi ◽  
Ratna Dewanti ◽  
...  
Keyword(s):  
Communication Technology ◽  
Technology Implementation ◽  
Value Theory ◽  
Formal Training ◽  
Information Communication ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Classroom Activities ◽  
Teacher's Beliefs ◽  
Teachers Perspectives

The use of Information Communication Technology (ICT) in the classroom activities has become more famous to the teachers over the last decade. Many great deals of studies have proven the benefits of using ICT in the classroom. Unfortunately, there are evidences that the ICT reform efforts have failed due to teacher’s beliefs, skills and attitudes were never taken into consideration. The evidences found that most research only concern on students’ behalftowards ICT. Departing from that, this study tries to investigate the teachers’ perspectives and practices toward the use of ICT in their classroom activities. A survey was conducted to collect the data of the research. Using a revised expectancy-value theory called the Technology Implementation Questionnaire (TIQ), a questionnaire was administered among 20 elementary teachers. The findings revealed that there are still teachers who have more than 10 years experiences in teaching but they never got any formal training on using ICT. The lack of proficiency in ICT such as in using software, lack of technical support from the school also make them feel stressed out even though they have positive perspectives in applying ICT in their classroom activities.

scholarly journals Utilizing the Expectancy Value Theory to Predict Lecturer Motivation to Apply Culturally Responsive Pedagogies in Universities in Botswana

2021 ◽  
Vol 20 (7) ◽  
pp. 192-209
Author(s):  
Norman Rudhumbu ◽  
Elize du Plessis
Keyword(s):  
Structural Equation ◽  
Culturally Responsive ◽  
Culturally Diverse ◽  
Value Theory ◽  
Expectancy Value Theory ◽  
Expectancy Value ◽  
Significant Relationships ◽  
Confirmatory Factor ◽  
Heterogeneous Classes ◽  
Structured Questionnaire

The expectancy value theory (EVT) has been used in many studies to predict the motivation processes of individuals with regard to how they think and act in particular ways. Critical to how individuals think and act are the three elements of the EVT, namely the expectancy cognition (expectancy), instrumentality cognition (instrumentality) and valence. This study therefore seeks to establish whether the EVT could be used to predict and explain the motivation of lecturers to apply culturally responsive pedagogies (CRPs) in the teaching of culturally heterogeneous classes in universities in Botswana. Using a sample of 291 lecturers from three selected universities, the study employed a structured questionnaire for data collection. Confirmatory factor analysis (CFA) was used for data purification. Structural equation modelling (SEM) using AMOS version 22 was used for data analysis. The study established that the expectancy (β = .419; p < .001) and instrumentality (β = .315; p < .001) cognitions of lecturers as well as the valence (β = .268; p < .001) had a significant influence on the motivation of lecturers to apply CRPs in the teaching of culturally heterogeneous classes in universities. These results also showed significant relationships between expectancy cognition and valence (β = .316; p < .001) and also between instrumentality cognition and valence (β = .301; p < .001). These results therefore demonstrate that the EVT could be used to predict the motivation of lecturers in universities to apply CRPs in their teaching of culturally diverse university students.

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