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Task Value (task + value)
Selected AbstractsPsychosocial, Motivational, and Contextual Profiles of Youth Reporting Different Patterns of Substance Use During AdolescenceJOURNAL OF RESEARCH ON ADOLESCENCE, Issue 1 2007Alison Bryant Ludden This research examined patterns of substance use and academic factors among a sample of 733 African-American and European-American adolescents from a metropolitan area. First, youth were classified into 11th grade high, moderate, or no substance use groups and classified as users, initiators, desistors, and nonusers based on eighth and 11th grade use. Nonusers did not differ in eighth grade from 11th grade moderate users and initiators over time. Eighth graders who reported misbehavior and having low-achieving friends were more likely to be high 11th grade users and users at both grades. Direct achievement effects were not found; however, interactions indicated achievement was protective when paired with having fun at school, high task value, and low levels of socioeconomic status (SES); and was a risk factor when paired with positive self regard, low fun at school and high SES. Cluster analyses indicated the most prevalent group of substance users reported high grades, social reasons for going to school, and having friends who do well in school. [source] Impact of training periods in the emergency department on the motivation of health care students to learnMEDICAL EDUCATION, Issue 5 2009Thierry Pelaccia Objectives, Motivation is one of the most important factors for learning and achievement. The perceived value of the task, perceptions of self-efficacy and beliefs about control of learning are the main determinants of motivation. They are highly influenced by the individual's personal history and especially by significant past experiences. We assessed the impact of training periods in the emergency department on the motivation of health care students to learn in the field of emergency medicine. Methods, A survey was conducted in 2008 with 112 undergraduate medical students and 201 undergraduate nursing students attending an emergency medicine academic programme. At the beginning of the course, the students completed an anonymous 26-item questionnaire to assess their motivational orientations. Results, Perceived task value was higher for students who had previously attended a training period in the emergency department (P = 0.002). Perceived self-efficacy was depressed when the respondent had been confronted with negative outcome events (P < 0.001). Control of learning beliefs was affected negatively in students who had attended a training period in the emergency department (P < 0.001). Conclusions, Motivation is a major contributor to the success of learning. Training periods in the emergency department can have positive and negative impacts on the learning motivation of medical and nursing students in the field of emergency medicine. Ideally, and in terms of increasing motivation, health care students should gain experiential learning in the emergency department before attending a corresponding academic course. During this period, tutors should provide appropriate supervision and feedback in order to support self-efficacy perception and learning control beliefs. [source] Sex differences in school achievement: what are the roles of personality and achievement motivation?EUROPEAN JOURNAL OF PERSONALITY, Issue 3 2008Ricarda Steinmayr Abstract It is consistently reported that despite equal cognitive ability, girls outperform boys in school. In several methodological steps, the present study examined sex differences in school achievement and some of the most important personality and motivational constructs in a sample of 204 females and 138 adolescent males (mean age M,=,16.94 years; SD,=,0.71). Grades in Math and German as well as grade point average (GPA) served as achievement criteria. Intelligence, the Big Five of personality and motivational variables (achievement motives, goal orientation, task values and ability self-concepts) served as predictors. After controlling for intelligence, girls' grades were significantly better than boys'. Mean sex differences were found for most variables. There were no gender-specific associations between predictors and grades. Agreeableness, work avoidance, ability self-concepts and values ascribed to German mediated the association between sex and grades in German. Controlling for ability self-concepts and values ascribed to Math enhanced the association between sex and math grades. We concluded that personality and motivation play important roles in explaining sex differences in school attainment. Results are discussed against the background of practical and methodological implications. Copyright © 2008 John Wiley & Sons, Ltd. [source] The Influence of Ethnic Discrimination and Ethnic Identification on African American adolescents' School and Socioemotional AdjustmentJOURNAL OF PERSONALITY, Issue 6 2003Carol A. Wong Does African American ethnic identity buffer these relations? This paper addresses these two questions using two waves of data from a longitudinal study of an economically diverse sample of African American adolescents living in and near a major East Coast metropolis. The data were collected at the beginning of the 7th grade and after the completion of the 8th grade. As expected, experiences of racial discrimination at school from one's teachers and peers predicts declines in grades, academic ability self-concepts, academic task values, mental health (increases in depression and anger, decreases in self-esteem and psychological resiliency), and increases in the proportion of one's friends who are not interested in school and who have problem behaviors. A strong, positive connection to one's ethnic group (our measure of ethnic identity) reduced the magnitude of the association of racial discrimination experiences with declines in academic self-concepts, school achievement, and perception of friends' positive characteristics, as well as the association of the racial discrimination experiences with increases in problem behaviors. [source] | ||||||||||