A Separability Principle, Contrast Cases, and Contributory Dispositions

2020 ◽  
Vol 36 (1) ◽  
pp. 35-44
Author(s):  
Zak A. Kopeikin ◽  
Keyword(s):  
Intrinsic Value ◽  
Value Theory ◽  
Ethical Methodology ◽  
Separability Principle ◽  
Insight Into

The aim of this paper is to clarify the use of contrast cases—which are pairs of cases in which the feature under examination is varied and all else is held fixed—in ethical methodology. In another paper, I argue that we must reject a separability principle which is thought to allow one to use contrast cases to infer truths about intrinsic value (Kopeikin, 2019). Here I offer a different criticism that has a positive upshot about what we are licensed to infer from contrast cases. This provides clarification about the epistemic use of contrast cases in value theory and insight into what we can glean from contrast cases.

Barriers, Expectancy-Value Beliefs, and Physical Activity Engagement Among Adults With Visual Impairments

2020 ◽  
pp. 1-21
Author(s):  
T.N. Kirk ◽  
Justin A. Haegele ◽  
Xihe Zhu
Keyword(s):  
Physical Activity ◽  
Intrinsic Value ◽  
Visual Impairments ◽  
Value Theory ◽  
Hierarchical Regression ◽  
Expectancy Value ◽  
Activity Engagement ◽  
Correlational Approach ◽  
The Relationship ◽  
Barriers To Physical Activity

The purpose of this inquiry was to examine the relationship between barriers to physical activity, expectancy-value variables, and physical activity engagement among adults with visual impairments. Using a descriptive correlational approach, a sample of 214 adults with visual impairments (Mage = 43.14, SD = 13.67) completed questionnaires pertaining to barriers to physical activity, expectancy-value beliefs about physical activity, and physical activity engagement. Data were analyzed via correlation and hierarchical regression. The final regression model explained 20.30% of variance in physical activity (p < .001). Intrinsic value (β = 0.26, p = .01) and expectancy beliefs (β = 0.33, p < .001) each emerged as significant predictors of physical activity engagement, which suggests that expectancy-value theory may have some utility for investigating the physical activity engagement of individuals with visual impairments. However, the lack of significant contribution of other variables such as attainment and utility values, as well as barriers factors, underscores the need for additional research in this area.

scholarly journals Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Gaye D. Ceyhan ◽  
John W. Tillotson
Keyword(s):  
Achievement Motivation ◽  
Undergraduate Students ◽  
Undergraduate Research ◽  
Intrinsic Value ◽  
Value Theory ◽  
Research Experience ◽  
Expectancy Value ◽  
Research Experiences ◽  
Research Findings ◽  
Future Work

Abstract Background Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for understanding undergraduate students’ engagement with research in their first and second years in college. The current study utilizes the expectancy-value theory of achievement motivation to qualitatively explore how much and in what ways early year undergraduate researchers value their research experience and what kinds of costs they associate with it. Results The results revealed that intrinsic value had the highest expression in participants’ motivation to engage in research. The second most expressed value type was the utility value of undergraduate research with regards to obtaining the desired outcomes, and attainment value played the least important role in participants’ motivation to engage in research. Findings also indicated that some of the participants associated a cost(s) to their research experience. The highest mentioned perceived cost was opportunity cost, where participants commented on losing other valued alternatives when engaging in research. Participants commented on the time, effort, or amount of work needed to engage in research, and a few participants commented on the emotional cost associated with their research experience in terms of the fear of failure. Conclusion As perceived cost is the least studied in the expectancy-value framework, this study contributes to cost values within college students, particularly about early year undergraduate researchers. The findings of this study can form the basis for future work on exploring ways to increase the values and decrease the costs students experience in their undergraduate research experiences.

scholarly journals Neuroscience Needs Ethology: The Marked Example of the Moth Pheromone System

2020 ◽  
Author(s):  
Herve Thevenon
Keyword(s):  
Animal Species ◽  
Intrinsic Value ◽  
Sensory Information ◽  
Systemic Review ◽  
Auditory Stimuli ◽  
C Elegans ◽  
Pheromone System ◽  
Translational Studies ◽  
Insight Into ◽  
Genetic Toolkit

The key premise of translational studies is that knowledge gained in one animal species can be transposed to other animals. So far translational bridges have mainly relied on genetic and physiological similarities, in experimental setups where behaviours and environment are often oversimplified. These simplifications were recently criticised for decreasing the intrinsic value of the published results. The inclusion of wild behaviour and rich environments in neuroscience experimental designs is difficult to achieve because no animal model has it all. As an example, the genetic toolkit of moths species is virtually non-existent when compared to C. elegans, rats, mice, or zebrafish, however the balance is reversed for wild behaviours. The ethological knowledge gathered about the moth was instrumental for designing natural-like auditory stimuli, that were used in association with electrophysiology in order to understand how moths use these variable sounds produced by their predators in order to trump death. Conversely, we are still stuck with understanding how male moths make sense of their complex and diffuse olfactory landscape in order to locate conspecific females up to several hundred meters away, and precisely identify a conspecific in a sympatric swarm in order to reproduce. This systemic review articulates the ethological knowledge pertaining to this unresolved problem and leverages the paradigm to gain insight into how male moths process sparse and uncertain environmental sensory information.

scholarly journals Parents Shape their Children’s Physical Activity During Unstructured Recess Through Intrinsic Value the Children Possess

2021 ◽  
pp. 103-113
Author(s):  
Yangyang Deng ◽  
Yongju Hwang ◽  
Todd Layne ◽  
Sami Yli-Piipari
Keyword(s):  
Physical Activity ◽  
Intrinsic Value ◽  
Value Theory ◽  
School Students ◽  
Convenience Sample ◽  
Expectancy Value ◽  
Task Values ◽  
School Time ◽  
Beliefs And Values ◽  
And Task

Parents beliefs processes has shown to relate to their children’s decisions making. Thus, grounded in the expectancy-value theory, the aim of this study was to examine parents’ role in shaping elementary school students’ beliefs and task values toward students’ school-time physical activity (PA) and their moderate-to-vigorous (MVPA) behavior during unstructured recess. A convenience sample of 115 (Mage = 10.12±1.81) children and their parents/guardians were recruited, and their expectancy-beliefs and attainment, utility, and interest values toward school-time PA were assessed. In addition, children’s MVPA during recess was measured using waist-attached accelerometers. Results showed that parents impacted children’s recess PA in different ways depending on children’s gender. In girls, parents’ beliefs and values transferred directly to the subsequent values of their children, whereas parents’ beliefs were the central predictors of boys’ beliefs and values. Parents’ intrinsic value moderated girls’ MVPA via the intrinsic value of the participants possessed (Z = 1.73, p = .010, 90% CI [.36, 2.93]), whereas parents’ beliefs moderated boys’ intrinsic value – MVPA relationship (Z = .78, p < .001, 90% CI [.39, 1.10]). This study suggests applying gender-specific strategies when trying to understand how beliefs and task values impact PA-related behaviors.

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 Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis

2018 ◽  
Vol 55 (6) ◽  
pp. 1339-1368 ◽  
Author(s):  
David W. Putwain ◽  
Reinhard Pekrun ◽  
Laura J. Nicholson ◽  
Wendy Symes ◽  
Sandra Becker ◽  
...  
Keyword(s):  
Perceived Control ◽  
Structural Equation ◽  
Interaction Analysis ◽  
Intrinsic Value ◽  
Value Theory ◽  
Self Report ◽  
Equation Modeling ◽  
Achievement Emotions ◽  
Control Value ◽  
Self Report Data

Based on the control-value theory of achievement emotions, this longitudinal study examined students’ control-value appraisals as antecedents of their enjoyment and boredom in mathematics. Self-report data for appraisals and emotions were collected from 579 students in their final year of primary schooling over three waves. Data were analyzed using latent interaction structural equation modeling. Control-value appraisals predicted emotions interactively depending on which specific subjective value was paired with perceived control. Achievement value amplified the positive relation between perceived control and enjoyment, and intrinsic value reduced the negative relation between perceived control and boredom. These longitudinal findings demonstrate that control and value appraisals, and their interaction, are critically important for the development of students’ enjoyment and boredom over time.

scholarly journals Is there a need for intrinsic values in conservation biology?

2018 ◽  
Vol 15 (2) ◽  
pp. 498
Author(s):  
Dominic Hyde
Keyword(s):  
Decision Making ◽  
Conservation Biology ◽  
Intrinsic Value ◽  
Value Theory ◽  
Underlying Theory ◽  
Intrinsic Values ◽  
Theory Of Value ◽  
Deep Green

Conservation biology has amongst its aims the conservation of the biologically valuable. As a consequence, some underlying theory of value is invoked. Clear challenges to orthodox value theory have been on the table for some time now, with some arguing for recognition of intrinsic values in nature, and some conservation biologists subsequently drawing on such a view. However, this development of value theory has recently been criticised for lacking sufficient clarity and failing to serve the needs of decision-making in conservation biology. These criticisms serve to highlight confusion and difficulties in the development of a coherent and efficacious theory of intrinsic value for application in decision-making. They do not, however, count as sufficient grounds for the rejection of such a theory. Sylvan appears to offer a theory that avoids the criticisms made. The debate here is instructive in clearing away some of the misguided claims frequently encountered in this area and in seeing the value in Sylvan’s “deep green theory”.

scholarly journals The determinants of VET educators’ occupational choice

2015 ◽  
Vol 57 (1) ◽  
pp. 108-126
Author(s):  
Jean-Louis Berger ◽  
Céline Girardet
Keyword(s):  
Career Choice ◽  
Occupational Choice ◽  
Intrinsic Value ◽  
Teacher Shortage ◽  
Vocational Education And Training ◽  
Second Career ◽  
Content Type ◽  
Initial Teacher Training ◽  
And Training ◽  
Insight Into

Purpose – Potential teacher shortage and low esteem of vocational education and training (VET) educator profession, together with the importance of attracting individuals best suited for the profession, lead to concerns about the reasons why people become VET educators as a second career. Accordingly, the purpose of this paper is to investigate the determinants of career choice in Swiss VET educators using an adaption of the Factors Influencing Teaching Choice framework (Watt and Richardson, 2007). Design/methodology/approach – With a sample of 605 VET educators undergoing initial teacher training, the authors first provide a description of the determinants of career choice at the sample level, based on a motivational model and analyze differences in these determinants between three types of VET educators. Then, the authors contrast it to the conclusions of other studies on teachers’ career choice. Findings – There are somewhat different determinants driving this career choice depending on the type of educators. In terms of motivation, intrinsic value is the most important determinant of a career as VET teacher. VET educators value the activity of teaching more than the potential advantages it may offer. Originality/value – The findings of the research provide an insight into VET teachers’ career choice and how to promote the attractiveness of the profession.

The Reconstruction of Value

1975 ◽  
Vol 5 (3) ◽  
pp. 375-393
Author(s):  
Mark Pastin
Keyword(s):  
Intrinsic Value ◽  
Value Theory ◽  
Adequate Account ◽  
A Value

Some of the most important disagreements among value theorists concern what things, if any, are intrinsically valuable, and what role intrinsically valuable things have in determining the value of other things. To understand these disagreements a clear account must be provided of the notion of intrinsic value which is their focus. The account should not prejudge these disagreements. For reasons to be considered I do not think that an adequate account has been provided of a notion of intrinsic value that can be taken to be the focus of these disagreements. I attempt to provide such an account in this paper. In order to do this I outline what I think is a reasonable task for a value theory, the task of “reconstructing value.” In explaining this task I take as a model the task of reconstructing knowledge.

scholarly journals The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions: A Mediation Analysis Based on the Control-Value Theory

2021 ◽  
Vol 18 (8) ◽  
pp. 3987
Author(s):  
Julia Zimmermann ◽  
Henri Tilga ◽  
Joachim Bachner ◽  
Yolanda Demetriou
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Autonomy Support ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Intrinsic Value ◽  
Teaching Style ◽  
Value Theory ◽  
Achievement Emotions ◽  
Control Value

Analyzing students’ emotional experience in physical education (PE) is of crucial importance as it may fill an important gap in research examining the role of PE for students’ leisure-time physical activity (PA). Based on the control-value theory of achievement emotions, the purpose of this study was to test the assumption that multi-dimensional autonomy support of the PE teacher may affect students’ leisure-time PA via their appraisals of control and value and achievement emotions experienced in PE. Variance-based structural equation modelling was used to test the proposed model in a sample of 1030 students aged between 11 and 18 years (M = 13.4, SD = 1.48) stemming from schools with the lowest educational level among secondary schools in Germany. The results indicated that in particular cognitive autonomy support positively predicted students’ self-efficacy and intrinsic value. Whereas appraisals of self-efficacy were negatively related to the experience of anxiety, intrinsic value was a major positive predictor of enjoyment. Enjoyment, in turn, was of substantial relevance for leisure-time PA. The findings offer a meaningful contribution in understanding students’ emotional experiences and remind PE teachers of their opportunity to adopt an autonomy-supportive teaching style to positively influence the emotions of their students.

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