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Expectancy-value theory of achievement motivation
... Research has consistently demonstrated that motivational beliefs play a crucial role in shaping individuals' learning behaviors and performance (Wigfield and Eccles 2000;Durik et al. 2006). Moreover, home support has been shown to both directly and indirectly influence students' motivational beliefs and academic achievement, with various forms of support exerting differential impacts (Pomerantz et al. 2007; Simpkins et al. 2015; Eccles and Wigfield 2020; Nolen 2020). ...
... Drawing on the Situated Expectancy-Value Theory (SEVT) of academic motivation (Wigfield and Eccles 2000;Eccles and Wigfield 2020), our study investigates how various forms of home support-homework support, tuition duration, and home language useaffect students' L2 motivational beliefs and learning behaviors, ultimately affecting their L2 language achievement. Given the well-documented gender differences in the domain of language learning (Wigfield and Guthrie 1997;Hyde 2005), we also examined how these predictive relationships might vary between boys and girls. ...
... Motivational belief is a multi-dimensional construct. This study draws on SEVT (Wigfield and Eccles 2000;Eccles and Wigfield 2020) to focus on two critical constructs-expectancy of success and task values. Expectancy of success is closely aligned with the concept of self-efficacy, which refers to learners' belief in their capability to accomplish a task (Bandura 1997). ...
This study examined the relationships between home support (Chinese use at home, homework support, and tuition duration), motivational beliefs (self-efficacy, interest, and task importance), learning behaviors (classroom engagement, effort regulation, and effort withdrawal), and Chinese achievement in 1,410 Singaporean Grade Five (aged 11) students learning Chinese as a second language. Gender differences were also examined. Path analysis revealed that Chinese use at home was the most powerful predictor among the three home support variables for both genders. It directly and positively predicted all motivational belief variables and also predicted Chinese achievement both directly and indirectly through motivational beliefs and learning behaviors. Homework support predicted motivational beliefs directly and predicted Chinese achievement indirectly through motivational beliefs and learning behaviors, but these predictive relationships were only significant in boys. Interestingly, tuition duration was not a significant predictor of motivational beliefs, learning behaviors, or achievement variables for either boys or girls. Additionally, motivational beliefs such as self-efficacy and interest were pivotal in predicting both learning behaviors and Chinese achievement between genders, while task importance had a less pronounced effect. These findings underscore the nuanced roles of home support and motivational factors in educational outcomes, highlighting the need for tailored educational strategies.
... Literature suggests that learners with higher interest and enjoyment in and utility of the tasks tend to engage in more learning tasks and achieve better academic results (Wigfield & Eccles, 2000). Unlike the Western culture where enjoyment in learning is highly valued, Asian educational culture encourages learners to be hard working to achieve high in an academic context; as a result, the utility of accomplishing learning tasks is at the core of their learning psychology (Lo & Hyland, 2007;Wang et al., 2019). ...
... Unlike the Western culture where enjoyment in learning is highly valued, Asian educational culture encourages learners to be hard working to achieve high in an academic context; as a result, the utility of accomplishing learning tasks is at the core of their learning psychology (Lo & Hyland, 2007;Wang et al., 2019). As task value has been reported to be a significant motivational construct in achievement in English at the tertiary level (Chou, 2021), a construct of achievement motivation that influences learners' accomplishment, effort, and determination (Wigfield & Eccles, 2000), more research are warranted on it in EFL context. ...
... The next part of the questionnaire was adapted from the scale developed by Wigfield and Eccles (2000). A total of six items helped measure the usefulness and importance of learning English among the participants and their interest in learning English (e.g., Some things that you learn in school help you do things better outside of class, that is, they are useful. ...
This paper aims to explore the impacts of social factors and basic psychological needs of tertiary EFL learners on their task-value to learn English. Though ample studies have investigated EFL learners' socioeconomic status and basic psychological needs, there is a dearth of studies of their effects on their task value in English as a Foreign Language learning. Hence, this study has employed a quantitative research design with a questionnaire to collect data from 110 EFL tertiary learners of Dhaka, Bangladesh. A correlation using SPSS and path and mediation analyses using IBM SPSS AMOS were conducted to analyze the data. The results revealed a positive and significant correlation of learners' task value with their social factor-school location and two basic psychological needs (BPN): factors-competence and relatedness. Fathers' education among social factors and autonomy among BPN factors had the largest effects on task value. School location significantly influenced learners' autonomy and competence. Both autonomy and competence in turn significantly and positively affected learners' task value. Autonomy and competence also mediated in the relationship between learn-ers' school location and task value in the EFL context. In addition to adding new insights to the existing EFL achievement motivation literature, the paper also discusses the pedagogi-cal implications of the findings.
... The first aspect relates to whether the study program matches the student's interests (intrinsic value, cf. Wigfield & Eccles, 2000) and whether it is in line with the student's value beliefs and self-perception (attainment value, cf. Wigfield & Eccles, 2000). ...
... Wigfield & Eccles, 2000) and whether it is in line with the student's value beliefs and self-perception (attainment value, cf. Wigfield & Eccles, 2000). A second aspect relates to whether the expected outcomes of the study program match the students' future goals (utility value, cf. ...
... A second aspect relates to whether the expected outcomes of the study program match the students' future goals (utility value, cf. Wigfield & Eccles, 2000). In teacher education programs, in particular, the outcomes are clearly defined by the occupation. ...
The study examines non-completion events among over 5,500 teacher education students in Germany and their paths after non-completion. Most students switch programs within teacher education or to a non-teaching program after leaving. Fewer students enter the labor market or vocational training. We use discrete-time survival analyses to study predictors of higher education dropout and study program switch. A match of self-perception and future goals with the teacher education program decreases the likelihood of switching the program or dropping out. Perceived academic performance and the match between performance goals and actual performance are exclusively predictive of the decision to drop out.
... Considerable work has been conducted over the years to understand the concept of optimism. Toward the end of the last century, the expectancy-value theory of optimism was proposed (Eccles et al., 1983;Wigfield & Eccles, 2000). This theory views optimism as an in-built goal-oriented trait. ...
... This theory views optimism as an in-built goal-oriented trait. The presence of a desired goal (value) and confidence about attaining this goal (expectancy) define optimistic individuals (Carver et al., 2010;Eccles et al., 1983;Wigfield & Eccles, 2000). ...
... The Life Orientation Test (LOT) (Scheier & Carver, 1985) and its revised version (LOT-R) (Scheier et al., 1994), is by far the most frequently used measure of adolescent optimism (Chongwo et al., 2023). This measure has been documented to assess dispositional optimism which is based on the expectancy-value theory (Eccles et al., 1983;Wigfield & Eccles, 2000). Other measures based on the expectancy-value theory include the Youth Life Orientation Test (Ey et al., 2005), the Peer Life Orientation Test (Deptula et al., 2006), the Extended Life Orientation Test (Chang et al., 1997), and the Generalized Expectancy for Success Scale (GESS) (Fibel & Hale, 1978), among others. ...
Several measures of adolescent optimism exist. However, none of these measures have been developed in the African setting, and only a few of the available measures have been validated for use in this setting. We aimed to develop and validate a culturally appropriate measure for this context. We employed an exploratory sequential mixed methods design using a five-step approach to tool development, comprising literature reviews, construct clarification, item development, piloting, and scale evaluation. We constructed a six-item scale, the Mabrouk’s Measure of Adolescent Optimism (MMAO). In a sample of 1616 adolescents from Kenya, the MMAO demonstrated adequate internal consistency (both Cronbach’s alpha and McDonald’s Omega > 0.80) and test–retest reliability (ICC = 0.46). Factor analysis supported a unidimensional scale with adequate criterion and divergent validity as well as measurement invariance across sex, age (younger vs. older adolescents), residence (rural vs. urban), schooling status (in-school vs. out-of-school adolescents), and language of administration (Swahili vs. English). We report on the development and validation of a new scale of adolescent optimism that can be used to assess optimism among adolescents in Kenya and similar contexts. Preliminary evidence shows support for this new measure’s reliability and validity, although additional tests are needed.
... Test anxiety, a significant emotional component of motivational beliefs, is critical in academic adaptation. Students with high test anxiety often display lower self-efficacy and fewer selfregulatory learning strategies compared to their less anxious peers [19][20][21][22][23]. ...
... Emotional beliefs, such as test anxiety, also significantly influence academic adaptation. Students with high levels of test anxiety typically exhibit lower self-efficacy and fewer self-regulatory learning strategies compared to their less anxious peers [19,20]. ...
Background
Academic adjustment is crucial for students' success and well-being, yet the factors influencing this process must be more adequately understood. Although prior research has explored the impact of Intelligence and motivational beliefs on academic outcomes, there is a need to clarify how these beliefs interact to influence academic adjustment. Specifically, the existing literature needs a comprehensive model that integrates intelligence beliefs, motivational beliefs, and academic self-efficacy and examines their combined effect on academic adjustment.
Objectives
This research aims to develop and analyze a model that explains the relationships among intelligence beliefs (fixed and growth mindsets), motivational beliefs (including self-efficacy and intrinsic value) and test anxiety in predicting academic adjustment. This study also seeks to investigate the mediating role of academic self-efficacy in these associations, providing a deeper understanding of the underlying mechanisms that contribute to students' academic adaptation.
Method
The research employed a correlational methodology, targeting male and female undergraduate students at Inner Mongolia Medical University during the 2021 academic year. The statistical population comprised students from various departments, and a convenience sampling approach was utilized. Data collection involved 384 participants who completed questionnaires, including the Academic Adjustment Questionnaire, Intelligence Beliefs Questionnaire, Motivational Beliefs Questionnaire, and Academic Self-Efficacy Questionnaire.
Results
The findings revealed a favourable fit between the proposed model and the collected data. Furthermore, through a comprehensive direct and indirect effects analysis, it was evident that academic self-efficacy mediated the relationships among intelligence beliefs (both inherent and incremental), self-efficacy, intrinsic value, test anxiety, and academic adjustment. These results contribute to a nuanced understanding of the factors influencing academic adjustment among undergraduate students.
Conclusions and implications
In conclusion, this research underscores the pivotal role of academic self-efficacy as a mediator in the nexus between intelligence beliefs (both inherent and incremental) and academic adjustment. The study advocates for heightened attention to these constructs in educational planning. It emphasizes the need for educational interventions that foster positive Intelligence and motivational beliefs and mitigate test anxiety to enhance academic self-efficacy and promote successful academic adjustment. The implications of these findings extend to educators, counsellors, and policymakers involved in shaping the educational experiences of undergraduate students.
... Therefore, by applying Expectancy-Value Theory (EVT) to the investigation, a more comprehensive insight could be gained regarding the manner in which university students perceive AI as a relatively recent technological instrument in their language learning endeavours. Exploring the determinants of learner motivation and engagement, EVT has been implemented in a variety of educational contexts, including the learning and teaching of EFL (Wigfield & Eccles, 2000). When the theory is applied to AI-assisted language learning, it takes into account the expectations of learners concerning the efficacy of AI tools and the worth they assign to these tools in relation to attaining their language learning objectives. ...
... Due to the similar paths they covered during their preuniversity education, the student profiles of the both state and private universities in the present study might have shown similar attitudes towards the potential of AI in language learning. Moreover, since experiences shape attitudes (Wang et al., 2023;Wigfield & Eccles, 2000), the participants in both groups might not have had sufficient amount of experience with AI yet, and as Iqbal, Ahmed and Azhar (2022) also suggest, this situation might have influenced their current attitudes in the study. ...
In the current era of rapid change in which AI has become inevitable in foreign language education as in many aspects of life, this study, which aims to examine EFL learners’ attitudes towards AI and to analyse its future potential, was conducted with the participation of 772 English preparatory year students studying at A2, B1, and B2 levels in the schools of foreign languages of a state and a private (foundation) university in Türkiye. The data for the study were collected online through an attitude scale (MALL:AI) and an open-ended survey question. Quantitative results revealed that the participants had moderate attitudes towards the use of AI in EFL learning, with no clear tendency towards positive attitudes. While university type and gender were not found to be significant determinants of attitudes, engineering and natural sciences students showed more positive attitudes towards AI in EFL learning than those in the humanities and social sciences. In terms of proficiency level, A2 level participants reflected lower attitudes in the behavioural factor than B1 and B2 levels. Qualitatively, it was found that students had overwhelmingly positive perspectives on the use of AI, shared some negative approaches with reservations, and offered concrete suggestions for the integration of AI into ELT. With its intriguing findings, the present study sheds light on further studies and paves the way for educational administrators and EFL instructors to better make use of AI in language education.
... Stephens and Ormandy (2018, p. 354) First, in order to maintain or increase positive attitudes towards IPE in introductory programs that span professions, the curriculum needs to be designed to demonstrate relevance to the future careers of participating students from all professions. Second, as IPE may be particularly challenging for students who do not have confidence in their abilities to communicate and work effectively in teams, educators may need to focus on building these skills to decrease negative attitudes Roberts et al., (2018, p. 39) Expectancy-Value Theory (Wigfield & Eccles, 2000) Content courtesy of Springer Nature, terms of use apply. Rights reserved. ...
... CMOC 5 acknowledges how well-designed IPE curricula must be perceived as relevant to learners' careers as well as valuable and achievable. According to Expectancy-Value Theory (Wigfield & Eccles, 2000), when tasks such as IPE or IPC are deemed relevant and valuable to learners, and learners expect that they can achieve the objectives, they are more likely to engage in the activity and develop positive attitudes towards it. Indeed, Expectancy-Value Theory formed part of the theoretical foundation for the development of a questionnaire instrument measuring behavioral confidence to undertake interprofessional education activities (Blumenthal et al., 2022). ...
Interprofessional collaboration (IPC) in healthcare is regarded as important by professionals, as it increases the quality of care while decreasing costs. Interprofessional education (IPE) is a prerequisite for IPC and influences learners’ attitudes, knowledge, and collaboration skills. Since attitudes shape behavior, understanding how they are formed is crucial for influencing IPC in learners’ professional practice. We investigated what kind of IPE works, for which students, how, and in what circumstances to develop positive attitudes towards IPC. Using realist synthesis, we extracted causal mechanisms that produce positive attitude outcomes and the conducive contexts that trigger them. Our analysis resulted in six plausible context-mechanism-outcome configurations that explain positive attitude development. Positive IPC attitudes are more likely to arise in contexts where IPE provides time and facilities for formal and informal interactions, as this allows learners to get to know each other both professionally and personally, fostering trust, respect, and mutual liking. Additionally, positive attitudes are more likely in contexts where the IPE curriculum is perceived as career-relevant and boosts confidence. Key mechanisms of positive attitude development include getting to know the other learners professionally and personally, experiencing positive affect during IPE, and learners experiencing mutual dependence. Sustained positive attitudes are more likely to develop when there is organizational support for IPC and professionals attend IPE on an ongoing basis, allowing the attitudes and values expected in IPC to be positively reinforced and eventually integrated into the learners’ personal value system.
... This study refers to the STEM learning attitude scale compiled by Eric Wiebe's team (2000), which includes four dimensions of mathematics, science, engineering technology and 21st century skills [8] . Studies have shown that expectation and value can predict career choice, and expected value theory and self-efficacy theory can effectively complement each other when investigating career ideal and career path adherence [9] . The questionnaire in this study was scored using five-point Likert scale. ...
... The first part included the basic information of the respondents, students' participation in interdisciplinary learning activities and their interest in interdisciplinary learning. The second part is STEM learning attitude, with a total of 20 questions from four dimensions, namely, mathematics learning attitude (1,2,3,4,5), science learning attitude (6,7,8,9,10), engineering learning attitude (11,12,13,14,15), and 21st century skill learning attitude (16,17,18,19,20). The influencing factors include grade and gender, and the assessment of the influencing factors and interdisciplinary learning attitude is conducted in the form of a scale. ...
This study draws on the Interdisciplinary Learning Attitudes Scale developed by Eric Wiebe's team, which includes math, science, engineering and 21st Century skills. Based on 714 primary school students from grade 4 to Grade 6, the research results show that students who have had interdisciplinary learning experience are more interested in interdisciplinary learning, and the overall attitude of primary school students toward interdisciplinary learning tends to be positive. The study also found that elementary school students were less likely to pursue STEM-related careers in the future, while boys were more likely to pursue STEM careers than girls were. At the same time, there is no significant difference in the overall interdisciplinary learning attitude of primary school students in gender, but there is a significant difference in the learning attitude of mathematics and engineering technology. In terms of overall interdisciplinary learning attitude, the interdisciplinary learning attitude of the third grade is more positive than that of the sixth grade.
... Importantly, when considering the task value (TV), 'task' may refer to an entire academic course, or a whole educational programme (Battle andWigfield, 2003, Gorges, 2016). Interpreting the results relies on discussing the attainment value (AV), intrinsic value (IV), utility value (UV), and the cost (C) (Wigfield and Eccles, 2000) involved in learning the languages chosen as majors and learning English as an additional language. Finally, major implications for language learners and teachers at tertiary level are discussed. ...
... Basically understood as learners' beliefs about the importance to perform well on a task or a course (Eccles and Wigfield, 2020), AV is sometimes associated with the perceived difficulty of a learning task (Wigfield and Eccles, 2000). However, not all studies into AV confirm that link (Li et al., 2007). ...
While empirical evidence confirms that the language learnt affects the choice of language learning strategies (LLS), little is known about the differences in self-regulation (SR) in multilingual learners across specific languages. This demands action since SR in learning determines educational achievement. Based on insights from 128 Polish majors in various modern languages, also learning English as a foreign language (EFL), the present study provides evidence for the impact of the curricular status of the language learnt on the levels of SR. Relying on Pintrich’s (2004) framework for SR investigations, and Gaumer Erickson and Noonan’s (2018) instrument for SR measurement, it demonstrates that SR levels remain significantly higher for the languages chosen as majors than for EFL. The findings may be explained from the perspective of the Modern Expectancy Value Theory (Eccles and Wigfield, 2020) and confirm the impact of perceived course value on language learners’ involvement in the learning process.
... The expectancy-value theory also provides a robust framework for explaining the potential impact of AIGC on student motivation in education. Expectancy-value theory posits that an individual's motivation is determined by their expectations of success (expectancy) and the value they place on the success outcome (value) (Wigfield & Eccles, 2000. ...
... When students realize, through AIGC tools, that they have the opportunity to understand more complex concepts or achieve better grades (Javaid et al., 2023), their level of motivation is likely to increase. Value refers to a student's perception of the potential costs and benefits that are associated with completing that task (Wigfield & Eccles, 2000. AIGC can enhance these perceptions by offering engaging and relevant learning materials or interactively presenting knowledge (Hmoud et al., 2024), which makes the learning process more vivid and interesting, thereby increasing students' perceived value of the tasks. ...
... These notions follow the tenets of expectancy theory, introduced by Vroom (1964), holding that individuals choose how to behave based on the end result they envision as a consequence of their behavior (Baumann & Bonner, 2016;Vroom, 1964). In other words, expectancy is the presumption that one's effort will result in one's wanted goal (Earnst, 2014;Wigfield & Eccles, 2000). ...
The present study aimed to explore the relationship between reading attitude, motivation, and the metacognitive awareness of reading strategies (MARS) of adult EFL learners. Ninety-seven Iranian intermediate EFL learners participated in the study after a multi-stage sampling. The initial analysis suggested high correlations between the variables of attitude, motivation, and the metacognitive awareness of reading strategies. A mediation analysis using structural equation modeling was conducted to examine the intervening effect of MARS on the effect of attitude on motivation. The proposed model confirmed the mediational hypothesis with a good fit. The findings bear notable implications which are discussed in light of the study outcomes.
... Letztere erlauben, dass Erwartungswerttheorien die Möglichkeit bieten, Handlungen zu bewerten, die anderen zugutekommen, ohne dabei ausschließlich den direkten persönlichen Vorteil im Fokus zu haben (ebd.). Vor diesem Hintergrund leistet die Arbeit von Eccles und Wigfield(Eccles, 1983;Eccles & Wigfield, 2002;Wigfield & Eccles, 2000) einen wichtigen Beitrag zur Erweiterung der hier dargestellten Theorie, indem sie einen umfassenden Rahmen für das Verständnis dieser Faktoren vorstellen. Die Autor*innen beschreiben vier Wertedimensionen, die im Prozess der Abwägung von den Beteiligten bei der Bewertung und Bewältigung verschiedener Aufgaben berücksichtigt werden: Der intrinsische Wert bezieht sich auf die Freude, die mit bestimmten Aufgaben einhergeht. ...
The increasing integration of inclusive education within Bremen's school system has introduced new challenges for teachers, requiring heightened cooperation among professionals. This thesis explores the dynamics of multiprofessional cooperation between general education and special education teachers in Bremen's secondary schools. Anchored in the expectancy-value theory, the research investigates role distributions, responsibilities, and motivational factors influencing collaborative engagement. The study adopts a mixed-method approach, combining a detailed theoretical framework with a quantitative analysis of teacher surveys. Findings reveal critical challenges in role clarity and structural constraints, underscoring the necessity of fostering cooperative competencies to ensure effective inclusive practices. The discussion contextualizes these findings within existing educational frameworks and offers actionable recommendations for strengthening collaborative infrastructures. This research contributes to addressing gaps in the literature on inclusive secondary education, advocating for targeted professional development to support sustainable cooperation in diverse educational settings.
... Numerous studies have employed motivation constructs that refer to students' beliefs in their own ability and competence (e.g. self-efficacy, competence beliefs, and perceptions of ability) (Bandura, 1997;Deci & Ryan, 1985;Wigfield & Eccles, 2000). While there are conceptual differences among these constructs, they all refer to students' confidence in their own relevant abilities, and research has shown that students' competence beliefs relate strongly to their performance on different tasks or activities, as well as to academic choices such as course enrollment and career aspirations 1 . ...
Participation in advanced science and mathematics courses in upper secondary school is a gateway to tertiary education and career opportunities in the STEM fields (Science, Technology, Engineering, and Mathematics). The purpose of this study is to investigate Norwegian final-year upper secondary school students’ motivations for choosing to enroll in the most advanced mathematics course offered (3MX), as well as to ascertain their plans for post-secondary education. Since females are underrepresented in mathematics and mathematics-related fields of study, special attention is paid to the gender perspective. The analyses are based on questionnaire data from the large-scale international achievement study TIMSS Advanced, and are framed by the expectancy-value model developed by Eccles and her colleagues (1985). Results show that the subject’s utility value was the primary reason for students’ enrollment in mathematics; that interest in mathematics as a school subject is somewhat more important to the girls than to the boys; and that there are some gender differences in students’ plans for post-secondary studies in the STEM fields.
... However, it also takes into consideration an individual's taskspecific beliefs, such as perceptions of task difficulty and complexity, which may subsequently produce subjective task value and expectancy beliefs (Li, Lee, and Solmon 2007). Perceptions of task difficulty and complexity are posited to affect achievement-related outcomes through their influence on expectancies and values (Eccles, Adler, andFutterman 1983 andEccles 2000) and to play a role in self-regulatory processes (Gist and Mitchell 1992). ...
We use an online experiment to investigate how monetary rewards and within-task heterogeneity interact with workers' productivity. By uniquely conceptualizing objective difficulty and complexity, we first investigate whether within-task heterogeneity results in responses that are elicited solely by task characteristics related to the computational efficiency of the task doer. The subtasks' difficulty and complexity have a robust reverse effect on every productivity outcome of the participant workers. Second, we find that monetary rewards mainly act as moderators of within-task heterogeneity. Our investigation identified monetary rewards as a key moderator of within-task heterogeneity. Notably, higher rewards effectively counteract the detrimental impact of task complexity and difficulty, yet we observe diminishing returns with extreme reward values. The study's central contribution lies in its uncovering of a complementary relationship. An optimally designed task coupled with a judicious reward policy not only eases workers' perceived complexity and difficulty but also alleviates uncertainties that might otherwise hinder the achievement of high-quality outcomes. This nuanced understanding provides valuable insights for shaping efficient task structures and reward strategies in the realm of online labor markets. An analysis of almost 20,396 crowdsourcing responses supports the theoretical model and hypotheses.
... Such embeddedness can, first, be of a social kind: if parents are well-integrated in parental networks in school, the available social capital is held to avoid students' deviant behavior, promote student learning, and advance the spread of information on school matters 9,10 . Second, embeddedness can be academic; children who are highly academically motivated, have higher levels of self-efficacy, and show grit, have embodied the pro-school orientations that help their learning gains [11][12][13][14] . Such psychological traits may mitigate the potential damage the COVID-19 pandemic can bring to school careers. ...
Using register data and linked student-level sociometric survey data from the Netherlands, this study examines whether the impact of the COVID-19 pandemic on schooling outcomes (track recommendation and track enrollment in the seventh and ninth grades) is conditional on students’ academic and social embeddedness in the school setting. We estimated the counterfactual outcomes for the cohort that went through the school transition during the pandemic based on the outcomes of the pre-pandemic cohort, with similar earlier achievements, schools, and social backgrounds. Results show that the pandemic’s effect on tracking outcomes is weaker than its effect on student test scores elsewhere reported. Nevertheless, the pandemic has had stronger adverse impact on disadvantaged students. Moreover, student self-efficacy, academic motivation, and parental involvement are related to more negligible negative pandemic effects on schooling outcomes. We find no evidence for an association between student grit or parental network centrality and the magnitude of estimated pandemic effects.
... The relationship between the writing skill and the value given to it can be explained by expectation-value theory (Eccles, 1983;Ryan & Deci, 2000;Wigfield & Eccles, 2000;Wigfield, Tonks, & Eccles, 2004). Value is a system of belief that an individual has about why he or she should perform a task. ...
... Los discentes crean un producto o conjunto de productos tangibles que resuelven el problema, demostrando que su trabajo ha servido para solucionar problemas reales y sirviendo de representación material del aprendizaje y del esfuerzo de la clase. Según las teorías cognitivas más aceptadas, hay dos factores principales que determinan si un alumno está motivado o no para llevar a cabo las acciones necesarias y alcanzar un objetivo de aprendizaje: el valor subjetivo y las expectativas (Wigfield y Eccles, 2000). El primero se refiere a la importancia que el alumno atribuye al objeto de aprendizaje; el segundo, a la estimación que el discente hace de su propia capacidad para alcanzarlo. ...
En este trabajo se apuesta por la implementación de una metodología activa e innovadora en Educación Primaria: el Aprendizaje Basado en Proyectos (ABP). Se ha desarrollado una propuesta didáctica interdisciplinar centrada en la implementación de proyectos STEAM (Ciencia, Tecnología, Ingeniería, Arte y Matemáticas). En primer lugar, se presenta un marco teórico que recoge las contribuciones académicas más relevantes, realizadas por autores que son reconocidos en estos ámbitos académicos, acerca del estudio de dicha metodología, así como de su relación con las TIC. Además, se recopilan varios ejemplos de proyectos educativos que combinan estas dos dimensiones, con el objetivo de fomentar en los niños y niñas habilidades, conocimientos y actitudes beneficiosas para el mundo actual y el futuro, así como para el desarrollo integral de su personalidad, promoviendo su crecimiento intelectual, social y emocional. Finalmente, se evalúa el diseño y la implementación de algunos de estos proyectos.
... Furthermore, while girls' selfefficacy toward mathematics is lower than boys' (Huang, 2013), research indicates that in the elementary and middle school years, mathematics self-efficacy tends to decline at a slower rate for girls than for boys (A. L. Wigfield & Eccles, 2000;A. Wigfield et al.,1997). ...
Using structural equation modeling, a previous study investigated the longitudinal relationships of role-related mathematics identity, efficacy, and interest to grade 12 mathematics performance. The results indicated that both mathematics identity and educational expectations at grade 11 were statistically and substantively significant predictors of grade 12 mathematics achievement in the presence of other factors such as grade 9 mathematics achievement, high school mathematics coursetaking, educational expectations at grades 9 and 11, as well as student and school background socio-demographic factors. The current study uses multiple group structural equation modeling and shows that the model derived in the previous study holds for males and females equally well. The study also found that females’ levels of motivation (except for interest) were lower than males’ at both points in time and that the males’ and females’ means on the motivation variables declined equally from grade 9 to grade 11. Implications of the findings are discussed.
... Furthermore, students at this age generally use digital word processing sufficiently well for it to be a useful communication tool and typically experience no serious difficulties keyboarding (White et al., 2015). In addition, students face declining motivation during this time (Eccles & Midgley, 1990;Wang & Pomerantz, 2009;Wigfield & Eccles, 2000) and may benefit from the potentially engaging digital technology. ...
Students must compose texts using keyboards for college and career success. This study focuses on writing done in two school districts by students in Grades 4-11 on Google Docs to understand the relationships among digital device access, digital writing time, and standardized English language arts assessment scores. Our data cover three academic years: 2014-15, 2015-16, and 2016-17. We describe the amount of time spent writing in this mode and how it changed over grade levels and the relationship between Google Docs writing time and access to digital devices. Using fixed-effects regression, the amount of time spent writing digitally increased significantly during this time. Males and English learners spent fewer minutes writing in Google Docs compared to females and fluent English speakers. Students of color tended to spend more time writing in this mode than our White students. Device density (the number of school-provided digital devices per student) predicted the number of writing minutes in the first two, but not the third, years of our data. This study increases our foundational knowledge about the time spent by students on writing in this modality during a time in which these districts began to significantly adopt digital technology.
... KAE refers to an individual's belief or expectation that he or she can acquire new knowledge or improve his or her knowledge level in the learning process [48]. KAE is a manifestation of learning motivation and is related to an individual's interest, goals, SE and other factors [49]. ...
In the rapidly evolving field of information systems, the role of mobile-based social media as a platform for knowledge sharing among vocational schoolteachers presents both opportunities and challenges. This study addresses a critical gap in the understanding of how psychological factors (such as self-efficacy) and contextual factors (such as trust environments) influence knowledge-sharing behaviours in information systems. This study includes 332 vocational schoolteachers and employs structural equation modelling to examine how psychological and contextual factors enhance or inhibit sharing intentions. The results revealed that psychological factors significantly impact sharing intentions, whereas contextual factors bolster self-efficacy and behaviours. The findings offer valuable insights into the optimisation of information systems environments to facilitate effective knowledge sharing, thereby contributing to enhanced collaborative practices and technology adoption in educational settings. This research underscores the need to integrate social cognitive career theory into information systems to better understand the complex dynamics of knowledge sharing on mobile platforms.
... High perceived cost can decrease motivation, even if expectancy and value are high. It's an essential part of the decisionmaking process when individuals weigh the pros and cons of engaging in an activity (Barron & Hulleman, 2015;Wigfield & Eccles, 2000). ...
This qualitative study aims to explore and understand the leadership experiences of women in mid-level roles in nonprofit organizations. By employing role congruity theory and intersectionality as analytical frameworks, the study aims to identify the unique personal, professional, and organizational challenges these women face. The research also seeks to contribute to the literature by examining how gender intersects with other social identities to shape the leadership trajectories of women in educational settings. The study identifies self-confidence and gender, and racial stereotypes as major challenges experienced by women leaders in mid-level roles. The research highlights how these stereotypes can undermine women's leadership effectiveness and limit their opportunities for career advancement. Overall, this study adds to the existing body of knowledge by addressing gaps related to the intersection of gender with other identities.
... Other researchers note that self-efficacy influences the choice of activity, persistence, and effort and, therefore, will affect attitudes to and decisions to take up particular subjects (Bandura, 1986;Schunk, 2000;Schunk & Pajares, 2002;Wigfield & Eccles, 2000). ...
The study investigated how schoolteachers and administrators perceive innovative and engaging teaching practices in Southeastern U.S. high schools. Perceptual data was collected from high school teachers to determine whether they believe their professional development adequately prepares them to use innovative and engaging instructional practices in their science courses. The study gathered perceptions of high school science teachers and school administrators regarding the presence and impact of innovative scientific techniques. This study also collected teachers' perceptions of their professional development in preparing them to use innovative teaching strategies. While the participants’ schools and school levels were purposefully selected, faculty participants were randomly selected for interviews.
... Besides environmental responsibility is popularly used idea promoting sustainable consumer behavior, it is remaining almost and green products (Kim et al. 2005). Thus Individual participate in actions that they seems will be fruitful (Wigfield and Eccles, 2000), that indicates that buyers will purchase ecofriendly products where they perceive their behavior benefits environmental improvement. It is predicted that higher the perceived effectiveness of environmental behavior, the higher the willingness to buy green products. ...
The severe environmental pollution and its harmful effects on mankind are intensely due to the unsustainable consumption of products and services supplied by the business firms. The main purpose of this study is to identify the factors affecting the green purchase behavior of ecofriendly products. The study is of exploratory in nature and focuses on hypothesis testing using structured questionnaire and interviews. Structured questionnaire is used to collect primary data from a sample size of hundred respondents in convenience sampling methods. The survey population represents the people who go for shopping; data have also been collected from the point of purchase of the shopping malls and other places. The Likert Scale question with five-scale rating was used to do the hypothesis testing. The questions included closed ended questions related to the green consumer behavior. The research explored that environmental attitude, perceived seriousness of environmental problems and government initiatives are the significant factors predicting the green consumer behavior in Bangladesh. Thus the government should play a proactive role in educating consumers as well as supporting green initiatives of business houses with extended cooperation and enforcement of policy actions.
... P r e p r i n t n o t p e e r r e v i e w e d self-efficacy in relation to math means the belief that the student can do well in math. Wigfield and Eccles (2000) have also pointed out that expectancy within the expectancyvalue theory is quite similar to Bandura's definition of efficacy expectation. Self-efficacy has been related to math abilities and achievement (Ayotola & Adedeji, 2009;Liu & Koirala, 2009;Fomina & Morosanova, 2017;Holenstein et al., 2022) as well as other motivational factors, such as intrinsic motivation, effort, persistence, and help-seeking behavior (Skaalvik et al., 2015). ...
... In this study, we consider the relationship between engineering students' views of proving and their motivation in mathematics within the framework of the Expectancy-Value Theory (Eccles et al., 1983;Wigfield & Eccles, 2000;Eccles & Wigfield, 2020). According to this theory, an individual's beliefs about how well she will perform in a task and how much she values that activity can explain her choices, persistence, and performance in the task. ...
This study reports on engineering students (N=369) from two Swedish universities and focuses on their perceived value of proving in learning engineering mathematics and some factors that may explain the observed variation in the perceived value. Our findings show that there is no significant difference in the perceived value between female and male students. In general, proving is not highly valued, and students are not confident in their skills in proving, except for proving by mathematical induction. However, students' motivation in mathematics correlates with the perceived value and certain study habits are more regular among those students who appreciate proving as a suitable method for learning mathematics. Examples of such study habits include actively communicating with mathematics course teachers and reading the course textbook both before and after lectures.
... Procrastination is related to motivation, and the expectancyvalue theory suggests that motivation is mainly determined by learning confidence and attitude (Liu et al., 2020). And some studies have proposed that children's expectancy value is determined by achievement motivation and that students' academic performance is related to the degree of academic procrastination and confidence in completing tasks (academic self-efficacy) (Wigfield & Eccles, 2000). Moreover, academic performance is directly related to academic motivation (Ziegler & Opdenakker, 2018). ...
Time attitude describes how people feel and think about the past, present, and future. It plays a crucial role in the academic performance of students. In this Study, we construct a moderated mediation using latent variable modeling to investigate the mediating role of academic procrastination in the association between the time attitude and academic performance of Chinese high school students and the moderating role of academic self-efficacy. A total of 371 Chinese adolescents (M = 16.53 and SD = 0.50) completed time attitude, academic performance, academic procrastination, and self-efficacy measures. The results indicated that academic procrastination fully mediated the relationship between positive time attitude and academic performance. Additionally, it was proposed that it partially mediated the relationship between a negative past, negative present, negative future time attitude, and academic performance. Moreover, academic competence and academic behavior of self-efficacy moderated the relationship between academic procrastination and academic performance; the higher the level of self-efficacy for academic competence and academic behavior, the lower the effect of academic procrastination on academic performance. The Study results have implications for the effects of time attitude on the academic performance of high school students and directions for future intervention research.
... Broadened on Atkinson's (1957) expectancy-value model, Wigfield and Eccles (2000) developed the EVT theory by defining the two key components, expectancy and value, in richer ways and extending their determinants to a larger number of contextual, sociocultural, and psychological factors. The SEVT model underscores the dynamic nature of motivation rather than a static state (Eccles & Wigfield, 2020). ...
This study investigates English-medium instruction (EMI) academic motivation at a Chinese transnational university, aiming to bridge identified research gaps by employing the Situated Expectancy-Value Theory (SEVT). Specifically, it explores motivational predictors of EMI academic performance and the factors influencing these predictors. A longitudinal mixed-methods approach was adopted, utilising a validated Chinese EMI Student Academic Motivation Scale administered twice (n = 156) over a semester and semi-structured interviews with a subgroup of 15 participants. Results from multiple linear regression indicated that the combination of nine motivational variables had a moderate impact on EMI academic performance, and two of the predictor variables-expectations of success and emotional cost-were statistically significant predictors. Qualitative findings from the interviews revealed four key factors that influence the development of expectations of success: past learning experience, English language ability, learner autonomy, and socializers' influence; additionally, three main factors were identified as affecting the development of emotional cost: English language barriers, EMI curriculum, and peer pressure. The study concludes with practical pedagogical recommendations, drawn from both quantitative and qualitative data, aimed at enhancing EMI effectiveness in similar educational contexts.
... Volume 8 Nomor 2, November 2020 pada suatu aktivitas dan sejauh mana mereka menghargai aktivitas tersebut (Wigfield dan Eccles, 2000). Dalam dunia pendidikan jasmani dan olahraga banyak hal yang dapat memicu timbulnya motivasi, diantaranya: kondisi lingkungan sekolah, sarana dan prasarana sekolah, kondisi cuaca, kemampuan pelatih, materi latihan yang terlalu berat, kemampuan siswa yang kurang, minat siswa, dan masih banyak lagi. ...
Penelitian ini bertujuan untuk mengetahui pengaruh motivasi berprestasi, power tungkai, dan kelincahan terhadap keterampilan lay-up shoot dalam permainan bola basket. Penelitian ini menggunakan metode analisis jalur. Hasil uji coba kelompok kecil untuk instrumen angket motivasi berprestasi 89 pernyataan dinyatakan valid dari 116 pernyataan, untuk intrumen power tungkai menggunakan Vertical Jump Test, untuk instrumen kelincahan menggunakan Illinois Agility Test, dan untuk instrumen Lay-Up Shoot dari 7 tahap yang diujicobakan semuanya valid, semua instrumen telah divalidasi oleh ahli dan dinyatakan Valid. Untuk hasil pengujian kelompok besar dinyatakan motivasi berprestasi (X1) berpengaruh signifikan terhadap Keterampilan lay-up shoot (Y) dengan kontribusi 33,4%, power tungkai (X2) berpengaruh signifikan terhadap Keterampilan lay-up shoot (Y) dengan kontribusi 24,2%, kelincahan (X3) berpengaruh signifikan terhadap keterampilan lay-up shoot (Y) dengan kontribusi 27,3%, motivasi berprestasi (X1) berpengaruh signifikan terhadap Power tungkai (X2) dengan kontribusi 97,8, motivasi berprestasi (X1) berpengaruh signifikan terhadap kelincahan (X3) dengan kontribusi 95,4%, power tungkai (X2) berpengaruh signifikan terhadap kelincahan (X3) dengan kontribusi 90,1%. Disimpulkan bahwa motivasi berprestasi, power tungkai, dan kelincahan, memiliki pengaruh terhadap keterampilan lay-up shoot dalam permainan bola basket.
... Working with international ESL students, Ro (2016) and Komiyama (2013) both illustrated that students' L2 reading motivation is multidimensional; that is, L2 readers were believed to possess more than one "type" of motivation. Ro (2016), who adopted the expectancy-value model of student motivation (Eccles & Wigfield, 1995;Wigfield & Eccles, 2000) and Gardner's (2001) concept of integrative orientation, proposed five such motivation types (i.e., expectancy of success, intrinsic value, extrinsic utility value, cost, and integrative orientation). Komiyama (2013) also identified five types of L2 reading motivation (i.e., intrinsic motivation, extrinsic drive to excel, extrinsic academic compliance, extrinsic test compliance, and extrinsic social sharing), using Wang and Guthrie's (2004) model of L1 reading motivation as her study's theoretical framework. ...
Motivation is thought to contribute to better text comprehension (Grabe, 2009), but L2 reading motivation of adult ESL students in the US is an underexplored area of research. The current study adopted self-determination theory—the concepts of intrinsic motivation, identified regulation, and controlled motivation, in particular—to examine IEP students’ motivation to read in English. The study also explored the relationship between the students’ L2 reading motivation and classroom instruction. The survey results of the study indicate that these students’ motivation to read was characterized more strongly by two relatively autonomous forms of motivation (i.e., intrinsic motivation and identified regulation). The content of the reading and engaging in peer discussions stood out as the classroom experiences that affected the students’ motivation to read in English. Pedagogical implications based on the study outcomes include providing the students with opportunities to compare their L1 and L2 reading experiences.
... A group of researchers has discovered that there is an alignment between the concept of self-control as a value-based choice and the situated expectancy-value theory (SEVT; Eccles & Wigfield, 2020, 2024Wigfield & Eccles, 2000), one of the most influential theories in the contemporary field of motivation (Galla et al., 2018). SEVT posits that "individuals' expectations for success and subjective task values are the most proximal psychological determinants of task and activity choice, performance, and engagement in the chosen activities" (Eccles & Wigfield, 2020, p. 3). ...
Self-control has emerged as a research focus, particularly among adolescents, as they frequently struggle with self-control when studying. We examined the longitudinal relationship between achievement motivation (i.e., attainment value, mastery-approach goal) and self-control at the within-person level after controlling for trait-like inter-personal variance. We used three-year longitudinal datasets from two panels of the 2010 Korean Children & Youth Panel Survey for the multi-group random intercept cross-lagged panel model (RI-CLPM). The final analysis included self-reported responses to academic self-control, attainment value, and mastery-approach goal for three years from 2,152 early adolescents (11–13 years old) and 2,163 middle adolescents (14–16 years old). Our multi-group RI-CLPMs with two different adolescent cohorts revealed strong associations between achievement motivation and self-control at the between-person level, regardless of the adolescent cohort. At the within-person level, early and middle adolescents exhibited distinct longitudinal associations between these two variables. Early adolescents’ self-control demonstrated noticeable stability and correlations with mastery-approach goal pursuit. By contrast, middle adolescents’ self-control exhibited a fluctuating state, which was predicted by attainment value. Practically, this implies that for early adolescents, self-control may function as a trait that can determine and guide adaptive mastery-approach goal pursuit implicitly and habitually. For middle adolescents, however, self-control may no longer function as a trait; instead, it can fluctuate and be affected by their identity-related attainment value perceived within a given academic context.
... People are far more interested and motivated to pursue work and are more likely to persevere in the face of setbacks if they possess confidence. For instance, accomplishment motivation theory suggests that understanding an individual's choice, persistence, and performance requires not just assessing the worth of an activity but also assessing one's expectations about the likelihood of success (Wigfield & Eccles, 2000). ...
In the ever-evolving landscape of education and career development, staying
attuned to the changes is essential to effectively guide students toward
successful futures. The IC3 Institute’s Annual Student Quest Report is a
first-of-its-kind, global survey that aims to understand the challenges and
opportunities for both students and career counselors/educators in school.
The 2024 Annual Student Quest Report [2024 SQR] is aimed at understanding
and elucidating these transformative trends in college and career counseling.
... Competence beliefs concern an individual's beliefs about their competence in doing a particular task (Durik et al., 2006). They are two major components of expectancy-value theory (Wigfield & Eccles, 2000) and operate synergistically. Task values and competence beliefs determine goal-setting, task persistence, and self-regulation in goal-pursuing (Schunk & Pajares, 2009). ...
Most people view language learning as a feminine domain and take it for granted that females have better performance in foreign language learning. Despite research-ers' efforts in uncovering the phenomenon of gender stereotypes in language learning, it remains unclear: (1) whether there were differences in language learning stereotypes and their correlates across genders; (2) whether gender stereotypes impinge on Chinese English as a foreign language (EFL) learners' engagement through the mediating role of motivational beliefs and emotional factors. This study examined the gender differences in and the relationships among gender stereotypes, motivational beliefs (i.e., task values and competence beliefs), emotional factors (i.e., enjoyment and anxiety), and language learning engagement with 473 university EFL learners in China. Results of multivariate analyses of variance failed to see differences in gender stereotypes between females and males, both viewing foreign language learning as a feminine domain. Females exhibited significantly higher levels of motivational beliefs and enjoyment in learning English. Using structural equation mod-eling, we found that gender stereotypes indirectly predicted learners' engagement via motivational beliefs and emotional factors. Future directions and pedagogical implications are discussed.
... Te expectancy-value theory posits that students' choices and persistence in academic activities are infuenced by their expectations of success and subjective value on the task [36]. When applied to nursing education, this theory can help explore how students' expectations and perceived value of diferent study modalities infuence their engagement and self-concept [37]. ...
Background. Novel educational strategies are essential to cultivate a cadre of nurses with the requisite skills, critical thinking abilities, and adaptability demanded by contemporary healthcare contexts. The shift towards various learning modalities in nursing education, including online, hybrid, and in-person formats, raises questions about their impact on student engagement and academic self-concept. Objectives. This study aimed to assess and compare the levels of student engagement and academic self-concept among nursing students engaged in different study modalities (online, hybrid, and in-person). Methods. In this descriptive comparative study, 203 nursing students were evaluated using the university student engagement inventory (USEI) and academic self-concept questionnaire (ASCQ). Participants were divided into groups based on their involvement in online, hybrid, or in-person study modes. Differences and correlational analysis within variables were performed to evaluate the comparison between groups. Results. Significant differences were observed in the USEI scores among the study modalities: online (mean = 45.7, SD = 5.6), hybrid (mean = 48.8, SD = 6.1), and in-person (mean = 50.4, SD = 6.2), with in-person students displaying the highest levels of engagement (F = 10.663, P<0.001). Academic self-concept scores also varied notably (F = 9.422, P<0.001) between modalities, particularly between online (mean = 54.8, SD = 5.3) and in-person students (mean = 58.8, SD = 7.7). Correlational analysis within each modality revealed significant relationships among the subdomains of USEI and ASCQ. Conclusion. The study demonstrates that the mode of study substantially influences nursing students’ engagement and academic self-concept, with in-person learners showing higher scores in both domains. These results are vital for educators and policymakers in nursing education to optimize learning experiences across different modalities.
... The relationship between emotion and investment behavior can be elucidated through expectancy-value theories. According to these theories, having higher expectations of success instills greater con dence in achieving goals and thus encourages action 12 . When we combine the affect-as-priming process in AIM and the expectancy-value theories, it is apparent individuals who experience positive emotions are more likely to perceive an optimistic future market outlook, which then leads to increased risk-taking behavior in the realm of nance 13 . ...
A Unit-Link Insurance Plan (ULIP) is an emerging financial product that combines elements of both insurance and investment. Previous studies have found that positive and negative emotions predict investment and insurance products in opposite ways. This study aims to explore whether the influence of emotions on the willingness to purchase ULIPs is consistent with insurance products or aligns with investment products. This study invited policyholders to complete online questionnaires, using positive and negative emotional pictures and scenarios to manipulate emotions and observe their effects on the investment process of a ULIP product. The results revealed that both positive and negative emotions can impact the purchasing decisions of ULIP through distinct pathways. Positive and negative emotions directly contribute to increased cognitive assessment and purchasing intentions, with positive emotions demonstrating a stronger influence. Moreover, positive emotions indirectly enhance cognitive assessment and investment intentions by mediating an increase in the perceived performance and dividends. Our results support the affect infusion model and framing effect, suggesting that positive and negative emotions may lead participants to pay more attention to investment-oriented aspects and insurance-oriented aspects, respectively. These findings have implications for marketing strategies, product design, customer education, industry practices, and regulatory frameworks related to ULIPs.
Emotion-based motivation is a concept that bridges the realms of psychology and neuroscience, examining how emotional states influence motivational processes. Emotions are complex psychological states that involve physiological arousal, expressive behaviors, and conscious experience. They play a critical role in shaping our motivations, guiding us towards goals, and influencing our actions.
Samen met de uitgave zelf en de bijbehorende gebruikershandleiding (Cito, 2015) bevat deze verantwoording de informatie die nodig is voor een eerste beoordeling van de kwaliteit van het pakket Leren leren. In het vervolg van deze verantwoording beschrijven en verantwoorden we het pakket op de volgende aspecten:
• meetpretentie, doelgroep en gebruiksdoel;
• de keuze van de vaardigheden van Leren leren (zowel theoretisch als onderwijskundig);
• de uitgangspunten en achtergronden van testconstructie (met speciale aandacht voor dynamic assessment);
• de constructieprocedures;
• de praktische opdrachten, varianten, beoordelingsformulieren en handreikingen voor de docent;
• de uitvoerbaarheid van de aanwijzingen voor de afname, beoordeling en rapportage;
• enkele aspecten van betrouwbaarheid en validiteit.
Het materiaal is ontwikkeld volgens de principes van dynamic assessment, een vorm van toetsend leren waarbij toetsen, onderwijzen en leren volledig geïntegreerd zijn (Lidz, 1987, 1991; Tzuriel, 2001). Dynamic assessment is een nog vrij onbekende toetsvorm die Cito nog niet eerder heeft toegepast, maar die bij uitstek geschikt is voor leerlingen in het voortgezet speciaal onderwijs.
Emotional intelligence (EI) and the motivations behind choosing a teaching career are recognized as important factors in teacher education research. In this study, we aimed to explore the EI profiles of students at the beginning of their initial teacher education and the associations of EI profiles with these students’ motivations for choosing teaching as a career. We collected data from eight universities across Finland (N = 953) and used the Self-Rated Emotional Intelligence Scale (SREIS) and the Factors Influencing Teaching Choice scale (FIT-Choice). To identify EI profiles, we first performed a latent profile analysis (LPA). Next, to explore the relationships between EI profiles and various motivations for selecting a teaching career, we used the three-step and Lanza method. Four distinct EI profiles were identified from the LPA analysis and the results showed that students with high EI chose a teaching career based on social utility values.
This article provides a concise overview of three contemporary theories-the Expectancy-Value Theory, Achievement Goal Theory, and Social Cognitive Theory with a particular emphasis on self-efficacy. It explores the unique constructs or concepts inherent in these theories, outlining their specific contributions, especially concerning academic performance. Additionally, the article examines the instruments and analytical methodologies employed by previous researchers to understand these constructs, offering a detailed insight into their significance within academic contexts. Drawing on an International Journal of Communicology, VOL 05 80 K.V. Dhanapala extensive analysis of over 98 selective journal articles published from 2000 to the present, the study focuses on the application of these theories to assess academic motivation. Moreover, it delves into critical developments and nuances characterizing these motivational theories, while also proposing implications for future research in this field.
Der Band versammelt Beiträge aus der Erziehungswissenschaft, verschiedenen Fachdidaktiken und der Psychologie zu theoretischen und forschungsmethodischen Perspektiven zur Medienbildung, Medienbildung in Schule und Elternhaus sowie medienpädagogischer Professionalisierung im Rahmen der Lehrkräftebildung und in der Arbeitswelt. Als Phänomene werden u.a. Künstliche Intelligenz, Open Educational Practices und Spielfilme aufgegriffen. Es werden sowohl grundlagentheoretische Überlegungen als auch Ergebnisse empirischer Projekte präsentiert. Dabei werden Medienbildungsprozesse in formalen sowie informellen Kontexten fokussiert. Festschrift für Bardo Herzig. (DIPF/Orig.)
There is a high interest for graphic design among the visual art disciplines in Ghana and several factors account for this. The purpose of this study was to investigate the factors that influence the preference for graphic design as the preferred visual art subject. To carry out this task, purposive sampling technique was employed to collect data from 340 visual art students from selected senior high schools and tertiary institutions in Ghana. This was made up of 145 male and 195 female students. Data for the study were collected through the administration of an online survey instrument and a paper-printed questionnaire based on an integrated framework of Expectancy-Value Theory and Bronfenbrenner’s Ecological Systems Theory. The quantitative research method was adopted in which the Partial Least Square Structural Equation Modeling (PLS-SEM) software was used to analyze the data for the study. The findings revealed that perceived personal motivation, robust design ecosystem, strong intrinsic, extrinsic, social and cultural attributes are the key drivers that influence students’ preference for graphic design. It was further revealed that graphic design is perceived to have a robust ecosystem where sophisticated digital tools and processes are employed. Characterized by a good curriculum structure and the use of 2D and 3D computer software like Adobe Photoshop, Adobe Illustrator and Cinema 4D, students are easily attracted to pursuing graphic design. It is therefore recommended that the entire visual art education ecosystem should be redesigned to include technological tools, processes and collaborative learning where courses like computer-Aided and 3D graphics are integrated into other visual art subjects.
A rare empirical study, conducted on integrating Educational Technologies (EdTech) in Pedagogy, in Campus Programs of Higher Education Institutions.
While current generation of students readily accept digital learning, teachers face a number of challenges to effectively integrate EdTech, as a part of pedagogy.
This study covers the perspectives of Teachers in diverse disciplines in Government and Privately managed Institutions, located in rural, urban and metro locations in India. Modified UTAUT-2 (Unified Theory of Acceptance and Use of Technology) model was used to study the impact of factors influencing the Behavioural Intention and Use of EdTech tools by the teachers and perceived outcomes, thereof. Barriers and Motivators also were studied. The study concluded that important predictors of Behavioral Intention and Use are Value Belief, Habit and Hedonic Motivation (Happiness and Joy),in that order. A number of suggestions were made on how to better empower the teachers to effectively deploy EdTech in academic delivery.
This book will be of interest to Academicians, Researchers, Academic Administrators, Technology Vendors, Government authorities, Policy Makers etc.
This literature review aims to explore the influence of learning motivation on academic achievement in economics subjects. Based on previous literature and research, learning motivation is considered a crucial factor in enhancing students’ academic performance. The Self-Determination Theory, which emphasizes the importance of intrinsic motivation in improving academic achievement, serves as the theoretical foundation for this literature review. The research method employed is a literature study by collecting and analyzing articles, journals, and books related to the influence of learning motivation on academic achievement in economics subjects. The findings from the literature review indicate that learning motivation has a significant impact on academic performance in economics subjects. The higher the students’ learning motivation, the higher their academic achievement in economics. Therefore, efforts are needed to enhance students’ motivation to learn economics by considering factors that influence learning motivation, such as teaching methods, teacher quality, learning environment, and students’ personal factors
Objective For many years, the physical health of Chinese college students has been unsatisfactory, which is mainly caused by insufficient adherence to physical exercise. This study explored the mechanism of exercise atmosphere on Chinese college students’ exercise adherence, and analysed the multiple mediating effects of exercise self-efficacy, exercise value perceptions, subjective exercise experience, and exercise atmosphere, with a view to providing theoretical and practical bases for exercise atmosphere to promote college students’ exercise adherence.
Methods Using the Exercise Atmosphere Scale, Exercise Self-Efficacy Scale, Exercise Value Cognition Scale, Subjective Exercise Experience Scale, and Exercise Adherence Scale, 1,796 Chinese college students from general higher education institutions were surveyed, and the relevant data obtained were analysed using the correlation analysis method, the multiple regression analysis method, and the Bootstrap test method.
Results Exercise atmosphere had a significant positive predictive effect on exercise adherence (β = 0.411, t = 19.599, P < 0.01), which remained significant after putting in the mediator variables (exercise self-efficacy, subjective exercise experience, and exercise value perceptions) (β = 0.145, t = 8.097, P < 0.01); exercise atmosphere had a significant positive predictive effect on exercise self-efficacy, exercise value perceptions (β = 0.367, t = 17.081, P < 0.01; β = 0.395, t = 18.199, P < 0.01); exercise self-efficacy had a significant positive predictive effect on exercise adherence and subjective exercise experience (β = 0.331, t = 16.761, P < 0.01; β = 0.139, t = 5.485, P < 0.01);Subjective exercise experience was a significant positive predictor of exercise adherence (β = 0.198, t = 10.849, P < 0.01); exercise value perception was a significant positive predictor of subjective exercise experience and exercise adherence (β = 0.427, t = 17.023, P < 0.01; β = 0.262, t = 12.577, P < 0.01); and exercise atmosphere was not significant in predicting subjective exercise experience (β=-0.013, t=-0.538, p > 0.05)(β=-0.013, t=-0.538, P > 0.05) .Bootstrap test results showed that: (1) exercise atmosphere can positively and significantly predict college students’ exercise adherence, with an effect value of 0.092, accounting for 35.31%; (2) exercise atmosphere can influence college students’ exercise adherence through the mediation of exercise self-efficacy, with an effect value of 0.077, accounting for 29.49%; (3) exercise atmosphere can influence college students’ exercise adherence through the mediation of exercise value perception, with an effect value of 0.065, accounting for 25.21%;(4) Exercise atmosphere can influence college students’ exercise adherence through the chain-mediated effects of exercise value perception and subjective exercise experience, with an effect value of 0.021, accounting for 8.13%; (5) Exercise atmosphere can also influence college students’ exercise adherence through the chain-mediated effects of exercise self-efficacy and subjective exercise experience, with an effect value of 0.006, accounting for 2.47%.
Conclusion (1)exercise atmosphere can directly and positively predict college students’ exercise adherence; (2) exercise atmosphere can positively predict college students’ exercise adherence through exercise self-efficacy and exercise value perceptions, respectively, and the mediating roles of exercise self-efficacy and exercise value perceptions are significant; (3) exercise atmosphere can positively predict college students’ exercise adherence through exercise self-efficacy and subjective exercise experience, and the chain mediating role of exercise self-efficacy and subjective exercise is significant; (4) exercise atmosphere can positively predict college students’ exercise adherence through exercise value perceptions, and the chain mediating role of exercise value perceptions and subjective exercise is significant. chain mediation was significant; (4) exercise atmosphere was able to positively predict college students' exercise adherence through exercise value perceptions and subjective exercise experiences, and the chain mediation of exercise value perceptions and subjective exercise experiences was significant.
Bu bölümün amacı, eğitim psikolojisi alanının günümüz eğitim sisteminde ve öğretim süreçlerinde oynadığı kritik rolü anlamak için kapsamlı bir içerik sunmaktır. İlk olarak, günümüzde okul sistemi, öğrenme ve öğretim konularını ele alarak, çeşitlilik, teknoloji entegrasyonu, öz-yeterlik inançları ve eğitimdeki beklentiler üzerinde durulmaktadır. İkinci olarak, iyi öğretim ve öğretmenlik kavramları incelenerek, etkili öğretim modelleri ve öğretmenlerin rolü tartışılmaktadır. Üçüncü olarak, eğitim psikolojisi alanının önemi ve bu alanın öğrenci gelişimi ve öğretim stratejilerine katkısı vurgulanmaktadır. Son olarak, eğitim psikolojisinde kullanılan araştırma yöntemleri açıklanarak, bu yöntemlerin öğretim ve öğrenme süreçlerini nasıl desteklediği incelenmektedir. Bu bölüm, eğitimcilere, politika yapıcılara ve diğer eğitim paydaşlarına, daha kapsayıcı, etkili ve sürdürülebilir bir eğitim sistemi oluşturma konusunda rehberlik eden önemli bilgiler sunmaktadır.
Eğitim psikolojisi, bireylerin öğrenme ve gelişim süreçlerini derinleme-sine anlamayı ve bu süreçleri desteklemeyi amaçlayan bir disiplindir. Bu alan, eğitim bilimleriyle psikoloji bilimlerinin kesişim noktasında yer alır ve bu iki disiplinin teorik ve pratik bilgilerini birleştirerek bireylerin çok yönlü gelişimlerini (örn. bilişsel, duygusal ve sosyal gelişim) desteklemeyi hedefler. Ayrıca bu alan, öğrencilerin öğrenme ve gelişim süreçlerini anlamak ve bu bilgileri etkili öğretim stratejileri geliştirmek için kullanmak üzere sistematik araştırmalar yapar. Eğitim psikolojisi öğretmenlerin, diğer eğitimcilerin ve eğitim paydaşlarının öğrencilerin farklı öğrenme ihtiyaçlarını ve potansiyellerini tanımalarına yardımcı olur. Ayrıca öğrenci başarısının artırılması, motivasyonun sağlanması ve öğrenme engellerinin aşılması gibi önemli konularda rehberlik eder. Böylece eğitim ortamlarını daha kapsayıcı ve verimli hale getirir.
Eğitim psikolojisi öğrenme teorileri, bilişsel gelişim, motivasyon, öğrenme ortamlarının tasarımı ve yönetimi ile değerlendirme gibi alanları kapsar ve bu süreçleri bilimsel temellere dayandırarak iyileştirmeyi amaçlar. Pavlov, Piaget, Kohlberg, Freud, Binet, Gardner, Vygotsky, Erikson, Bandura, Bronfenbrenner gibi önemli kuramcıların çalışmaları, eğitim psikolojisinin temelini oluşturur ve öğretim yöntemlerinin gelişimine katkı sağlar. Bu kuramlar, öğretmenlere öğrencilerin zihinsel, sosyal, ahlaki, duygusal ve davranış gelişimlerini daha iyi anlama imkânı sunar. Böylece öğretim süreçlerinin bireyselleştirilmesine ve etkinleştirilmesine olanak tanır. Ayrıca davranışçılık, bilişselcilik ve yapılandırmacılık gibi farklı yaklaşımlar, eğitim psikolojisi sayesinde daha anlaşılır ve uygulanabilir hale gelmiştir.
Bu kuramların çağdaş yorumları eğitimde kapsayıcılık, yapılandırmacılık, motivasyon, teknoloji ve aile katılımı gibi güncel akımları şekillendirmiştir. Kapsayıcılık, eğitimde adalet ve fırsat eşitliği idealini taşır, her öğrencinin potansiyelini gerçekleştirmeyi hedefler. Yapılandırmacılık, öğrenmenin aktif bir süreç olduğunu ve öğrencilerin kendi bilgilerini oluşturduklarını vurgular. Motivasyon teorileri, öğrencilerin içsel ve dışsal motivasyon kaynaklarını anlamaya ve bu kaynakları eğitsel amaçlar doğrultusunda kullanmaya odaklanır. Teknolojinin eğitimdeki rolü öğrenme ortamlarını zenginleştirirken öğretmenlere etkileşimli ve destekleyici öğretim yöntemleri geliştirme fırsatı sunar. Aile katılımı ise öğrencilerin akademik ve sosyal gelişimine katkıda bulunan önemli bir unsurdur. Bu akımlar, eğitim psikolojisinin evrensel ilkelerini çağdaş eğitim uygulamalarına entegre etmeye yönelik önemli bir çaba olarak değerlendirilir.
Günümüzde okullarda ve sınıflarda karşılaşılan akademik başarısızlık, davranış sorunları, düşük öğrenci motivasyonu ve aidiyet duygusundaki yetersizlikler gibi konular eğitim psikolojisi alanının önemini daha da artırmaktadır. Okulda yaşanan bu tür sorunlarla başa çıkılabilmesi için eğitim psikolojisinin sağladığı bilgi ve teknikler büyük önem taşır. Eğitim psikolojisi alanında çalışan uzmanlar, öğrenci davranışlarını anlamak ve bu davranışların ardındaki psikolojik süreçleri analiz etmek için çeşitli araştırma ve değerlendirme yöntemleri kullanır. Bu sayede öğrencilere bireysel destek sağlamak, onların başarı ve motivasyonlarını artırmak ve sınıf içi dinamikleri iyileştirmek mümkün olur. Eğitim psikolojisi öğretmenlerin öğrencilerle daha etkili iletişim kurmalarını, onların ihtiyaçlarına uygun stratejiler geliştirmelerini ve pozitif bir öğrenme ortamı oluşturmalarını sağlar. Böylece öğrenci aidiyeti ve motivasyonu artırılarak eğitim süreçleri daha verimli ve tatmin edici hale getirilir.
Eğitim psikolojisi, eğitim ve öğrenme süreçlerini anlamak ve geliştirmek için vazgeçilmez bir alandır. Bu alan eğitim sisteminin merkezinde yer alarak öğretim ve öğrenme süreçlerinin daha bilimsel, etkili ve bireyselleştirilmiş olmasını sağlar. Öğrencilerin gelişim ve öğrenme süreçlerini anlayarak öğretim yöntemlerini bu bilgiye göre uyarlayan eğitim psikolojisi alanı, aynı zamanda etkili öğretim, sınıf yönetimi ve değerlendirme gibi alanlarda da rehberlik eder. Bu alan öğretmenlerin, öğrencilerin farklı öğrenme ihtiyaçlarını karşılamalarına ve onların potansiyellerini en üst düzeye çıkarmalarına yardımcı olur. Eğitim psikolojisinin sağladığı bu kapsamlı bakış açısı ve bilimsel temeller, eğitim sisteminin daha etkili, kapsayıcı ve yenilikçi olmasını sağlar. Böylece her öğrenciye eşit ve kaliteli eğitim fırsatları sunulabilir.
Hazırlanan bu Eğitim Psikolojisi kitabı, hem klasik akımların derinlemesine incelenmesi hem de güncel tartışmaların ele alınmasıyla zengin bir içerik sunmaktadır. Kitap, alanındaki temel kuramları ve güncel yaklaşımları bir araya getirerek eğitimciler, öğretmenler, öğrenci ve araştırmacılar için kapsamlı bir rehber olma niteliği taşımaktadır. Kitabın her bölümü, alanında uzman akademisyenler tarafından kaleme alınmış olup okuyuculara teorik bilgilerin yanısıra pratik uygulamalar sunmaktadır. Bölümler arasında Piaget ve Vygotsky gibi önemli kuramcıların bilişsel gelişim kuramları, Freud’un psikoseksüel gelişim aşamaları, Erikson’un psikososyal gelişim dönemleri, Bandura’nın sosyal bilişsel teorisi gibi klasik yaklaşımlar detaylı bir şekilde incelenmiştir. Aynı zamanda yapılandırmacı yöntemler, öğrenci merkezli öğretim, bilişsel öğrenme stratejileri, öğrenci çeşitliliği ve kapsayıcılık, aile katılımı, öğretim teknolojileri ve ölçme ve değerlendirme stratejileri gibi güncel ve modern yaklaşımlar da kapsamlı bir biçimde ele alınmıştır. Kitap, bu kapsamda hem klasik akımları hem de güncel tartışmaları bir araya getirerek okuyuculara kapsamlı ve uygulamalı bir rehber sunmaktadır.
Örnek olaylar, tartışma soruları ve uygulayıcılara notlar, kitabın dikkat çekici özellikleri arasındadır. Her bölümde yer alan gerçek hayattan alınmış örnekler, okuyucuların teorik bilgileri pratikle ilişkilendirmelerine olanak tanımaktadır. Tartışma soruları ise okuyucuların konuları daha derinlemesine düşünmelerini ve eleştirel bir bakış açısıyla değerlendirmelerini sağlamaktadır. Ayrıca kitabın her bölümünde uygulayıcıya notlar yer almakta olup bu notlar öğretmenler ve eğitimciler için pratik öneriler sunmaktadır. Bu öneriler sınıf içi ve dışındaki uygulamalarda karşılaşılan sorunlara çözüm getirmekte ve öğretim süreçlerinin daha etkili hale getirilmesine katkıda bulunmaktadır. Bu sayede eğitim psikolojisinin sadece teorik bir bilgi birikimi olarak kalmayıp aynı zamanda uygulamalı bir bilim dalı olduğu vurgulanmaktadır.
On dört bölüm içeren bu kitaptaki her bölüm alanında uzman akademisyenler tarafından yazılmış olup teorik bilgilerin yanı sıra pratik uygulamaları da içermektedir.
1. Bölüm: Öğrenme ve Gelişimin Temeli Olarak Eğitim Psikolojisi adlı bölümde günümüz okul sistemlerinin yapısı, öğrenme ve öğretim süreçleri ele alınmaktadır. Eğitim psikolojisinin rolü, araştırma yöntemleri ve etkili öğretim teknikleri gibi temel konulara odaklanılmaktadır. Prof. Dr. Halis SAKIZ tarafından yazılan bu bölüm, öğretmenlerin ve eğitimcilerin, öğrencilerin öğrenme süreçlerini daha iyi anlamalarına ve geliştirmelerine yardımcı ol-mayı amaçlamaktadır.
2. Bölüm: Bilişsel Gelişim ve Dil Gelişimi adlı bölümde bilişsel gelişim ve dil gelişimi konuları ele alınmaktadır. Piaget’nin bilişsel gelişim kuramı ve Vygotsky’nin sosyokültürel bakış açısı detaylı bir şekilde incelenmektedir. Ayrıca bu kuramların öğretim ve öğrenme süreçlerine etkileri de tartışılmaktadır. Dr. Öğr. Üyesi Nizamettin KOÇ tarafından kaleme alınan bölüm, öğrencilerin bilişsel ve dil gelişimlerini anlamak isteyen eğitimcilere yönelik kapsamlı bilgiler sunmaktadır.
3. Bölüm: Bireylerde Fiziksel, Psikoseksüel, Sosyal, Duygusal ve Ahlaki Ge-lişim adlı bölüm Dr. Lutfi ÖZTÜRK tarafından hazırlanmıştır. Bölümde Bronfenbrenner’in gelişimin sosyal bağlamı, Erikson’un psikososyal gelişim dönemleri, benlik algısı ve fiziksel gelişim gibi konular ele alınmıştır. Ayrıca çocukluk ve ergenlik döneminde sosyo-duygusal gelişim, Freud’un psikoseksüel gelişim kuramı ve Kohlberg’in ahlak gelişimi kuramı gibi önemli teoriler de kapsamlı bir şekilde incelenmektedir.
4. Bölüm: Öğrenmede Davranışçı Kuramlar adlı bölümde Pavlov ve Skinner gibi önemli isimlerin davranışçı öğrenme kuramları detaylandırılmaktadır. Bölümde klasik ve edimsel koşullanma, uygulamalı davranış analizi ve öğretimde davranışçı teknikler gibi konulara odaklanılmaktadır. Dr. Öğr. Üyesi Suna ÖZCAN’ın yazdığı bu bölüm, davranışsal yaklaşımların eğitimde nasıl uygulanabileceğine dair pratik bilgiler sunmaktadır.
5. Bölüm: Öğrenmede Bilişsel Kuramlar ve Bilgi İşleme Yaklaşımı adlı bölüm bilişsel öğrenme kuramları ve bilgi işlem süreci üzerine odaklanmakta, bilişsel bakış açısının unsurlarını ve davranışçılıkla olan farklılıklarını açıklamaktadır. Hafıza, uzun süreli bellek, bilişsel öğrenme stratejileri, problem çözme ve yaratıcı düşünme gibi konular Doç. Dr. Serap YILMAZ ÖZELÇİ tarafından detaylı bir şekilde ele alınmaktadır.
6. Bölüm: Öğrenci Merkezli ve Yapılandırmacı Yaklaşımlar adlı bölüm, yapılandırmacı bakış açısının tanımını ve yapılandırmacı yöntemleri açıklamaktadır. Doç. Dr. Sultan Selen KULA tarafından yazılan bu bölümde öğrenci merkezli öğretim, iş birliğine dayalı öğrenme, keşfederek öğrenme ve aktif öğrenme gibi konular kapsamlı bir şekilde incelenmektedir.
7. Bölüm: Öğrenmede Sosyal Bilişsel Görüşler adlı bölümde Bandura’nın sosyal bilişsel teorisi ve bu teorinin eğitimde uygulanışı ele alınmaktadır. Öz düzenlemeli öğrenme ve öz yeterlik gibi konular bölüm yazarı Doç. Dr. Arzu BUYRUK GENÇ tarafından detaylı bir şekilde incelenmektedir. Bu bölüm, sosyal bilişsel yaklaşımların öğrenme süreçlerine olan etkisini anlamak iste-yen eğitimcilere yönelik bilgiler sunmaktadır.
8. Bölüm: Öğrenme ve Öğretimde Motivasyon adlı bölüm Dr. Öğr. Üyesi Fatima Zehra ALLAHVERDİ tarafından yazılmıştır. Bölümde motivasyon kavramı ve motivasyon kuramları kapsamı bir şekilde açıklanmakta; öğrencilerin öğrenme motivasyonlarını artırma yolları, ihtiyaçlar, hedef yönelimleri, inanç ve benlik algıları gibi konular detaylı bir şekilde ele alınmaktadır.
9. Bölüm: Öğrenme Ortamlarının Yapılandırılması ve Etkili Ders adlı bölümde öğrenme ortamlarının nasıl yapılandırılacağı ve etkili derslerin unsurları ele alınmaktadır. Örgütleme, olumlu öğrenme ortamı oluşturma, disiplin problemleriyle başa çıkma ve okulda iletişim gibi konular Dr. Öğr. Üyesi Zeynel AMAÇ tarafından kapsamlı bir şekilde açıklanmaktadır.
10. Bölüm: Öğrenme Farklılıkları ve Öğrenme İhtiyacı adlı bölüm Dr. Öğr. Üyesi Kıvanç UZUN tarafından yazılmış ve bölümde zekânın klasik ve değişen tanımları, çoklu zekâ kuramı, öğrenme ve düşünme stilleri gibi konular ele alınmıştır. Ayrıca kültür, sosyoekonomik durum, etnik köken, dil farklılıkları ve cinsiyetin öğrenme ve öğretme üzerindeki rolü de bu bölüm-de detaylı bir şekilde incelenmektedir.
11. Bölüm: Özel Gereksinimli Bireyler ve Kapsayıcı Eğitim adlı bölümde eğitimde özel gereksinimlerin tanımı, desteklenmesi ve kapsayıcı eğitim başlıkları Dr. Öğr. Üyesi Oğuzhan HAZIR tarafından ele alınmaktadır. Engellilik, etiketleme, ayrıştırma ve öğrenme için evrensel tasarım gibi konular kapsamlı bir şekilde incelenmektedir. Bu bölüm, öğrenci çeşitliliğini dikkate alarak tüm öğrencilerine nitelikli eğitim vermek isteyen eğitimcilerin yanı sıra özel gereksinimli bireylerle çalışacak eğitimcilere yönelik önemli bilgiler sunmaktadır.
12. Bölüm: Öğrenme ve Gelişimde Aile Katılımı ve Desteği adlı bölüm Dr. Öğr. Üyesi Betül TANACIOĞLU AYDIN tarafından yazılmış ve aile katı-lımının eğitimdeki rolünü ve önemini ele almıştır. Bölümde okulların aile-lerle nasıl iş birliği yapması gerektiği, aile katılımı modelleri ve bu katılımın önündeki engeller gibi konular bu bölümde detaylı bir şekilde ele alınmaktadır.
13. Bölüm: Eğitim Psikolojisi ve Öğretim Teknolojileri adlı bölüm öğretim teknolojileri ve önemi, öğretim tasarımı, eğitimde teknoloji entegrasyonu, yenilikçi yaklaşımlar ve dijital ortamlar üzerinde durulmaktadır. Doç. Dr. İdris GÖKSU tarafından yazılan bölümde etkili öğrenme ortamları tasarlama sürecinde öğretim teknolojilerinin rolü, paydaşlara düşen görevlere ilişkin bilgilerin yanı sıra eğitim ortamlarını doğrudan ve dolaylı olarak etkileyen faktörler de pratik örneklerle kapsamlı bir şekilde ele alınmaktadır.
14. Bölüm: Sınıf İçi Ölçme, Değerlendirme ve Standart Testler adlı bölümde ölçme ve değerlendirmenin temel özellikleri, sınıf içi değerlendirme araçları ve standart testler ele alınmaktadır. Not verme ve çağdaş değerlendirme araçları gibi konular, Dr. İsmail ÇUHADAR tarafından detaylı bir şekilde incelenmektedir. Bu bölüm, eğitimcilerin değerlendirme süreçlerini daha etkili bir şekilde yürütmelerine yardımcı olmayı amaçlamaktadır.
Bu kitabın hazırlanmasında emeği geçen tüm yazarlarımıza teşekkürlerimi sunuyorum. Her bir yazarımız, alanındaki derin bilgi ve deneyimlerini bu kitapta okuyucularla paylaşmış ve kitabın zengin içeriğine büyük katkı sağlamıştır. Eğitim psikolojisi alanında hem teori hem de pratiği bir araya getiren bu eserin tüm okuyucularımız için faydalı olmasını diliyorum.
Sevgi ve saygılarımla,
Prof. Dr. Halis SAKIZ
Editör
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