Theories of hope values ​​ have been developed in areas including education, health, communications, marketing and economics. Although the model differs in meaning and implication for each field, the general idea is that there is hope and value or beliefs that affect subsequent behavior.
Video Expectancy-value theory
Education model
Historical and model overview
John William Atkinson developed the theory of hope-value in the 1950s and 1960s in an attempt to understand the motivations of individual achievement. In the 1980s, Jacquelynne Eccles expanded this research into education. According to the expectation-value theory, student achievement and proximal achievement-related choices are determined by two factors, expectations for success, and subjective task values. Expectancy refers to how certain a person is in his ability to succeed in a task while the value of a task refers to how important, rewarding, or pleasing the individual feels the task. Theoretical and empirical; Work shows that expectations and values ​​interact to predict important results such as engagement, sustained interest, and academic achievement. Other factors, including demographic characteristics, stereotypes, previous experiences, and perceptions of beliefs and behaviors of others influence the achievement of indirectly related results through these expectations and values. This model is most widely applied and used in research in the field of education.
Expectations
Hope is a specific belief that individuals have about their success on certain tasks they will undertake in the short-term or future long-term future. One's expectations have shaped their behavior and the choices they make. For example, a high school student might believe that they are really struggling on a standardized test. This makes them hope that they will perform poorly in the SAT. This belief then affects their actual performance in the SAT. These expectations are related to concepts such as self-concept and self-efficacy. Self-concept is a broad concept that involves one's beliefs about their own ability to achieve their goals. Self-efficacy is similar in academic context, because it involves one's beliefs about their abilities and competencies; However, this is specific to certain domains, such as math and history.
Subjective task value
According to Eccles and colleagues, the value of subjective tasks can be thought of about the motivation that allows one to answer the question "Do I Want To Do This And Why?" The value of subjective tasks can be broken down into four subcategories: Value of Achievement (Important for identity or self), Intrinsic Value (Pleasure or Interest), Utility Value (Usability or Relevance), and Cost (loss of time, overly high business demands, , or negative psychological experiences such as stress). Traditionally, the value of achievement and intrinsic value are more highly correlated. Moreover, these two constructs tend to be related to intrinsic motivation, interest, and task persistence. Alternatively, utility values ​​have intrinsic and extrinsic components. and has been associated with intrinsic and extrinsic outcomes such as the performance and interest of courses. Other studies have shown that utility values ​​also have time-dependent characteristics. Relative costs have been omitted in empirical research; However, the construct has received recent attention. Feather combines subjective task values ​​with more universal human values ​​and suggests that the former is just one type of general human motif that helps guide behavior.
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Researchers have found that expectations and values ​​can be distinguished as separate types of motivation as early as 6 years. Similarly, the type of value (e.g., achievement vs. utility) can be distinguished in the academic domain as early as the fifth grade. In general, Eccles and his colleagues involve a variety of different factors that determine individual expectations and values, including:
- cultural environment
- socializer beliefs and behaviors
- individual differential capabilities
- experiences related to previous achievements
- individual perceptions of social belief
- individual interpretation of experience
- affective memories
- general goals
- self-concept
Experts agree that student motivation tends to decline throughout their time in school. Longitudinal research has confirmed the general tendency of decreased motivation and also shows that motivation is a specific domain. The researchers also pointed out that there are gender differences in motivation. Decreased motivation is very sharp for the achievement of Mathematics, but less so for reading or sports domains among boys and girls. The researchers offer two general explanations for this decline in motivation. The first is that the conceptualisation of students from different domains becomes more complex and nuanced - they distinguish between subdomains, which results in a decrease in average level performance. In fact, 11-year-olds have shown that they can differentiate between academic domains. The second is that their environmental focus changes with age. When students achieve higher grades, the focus shifts from learning to achievement. In fact, many studies show that the shift from learning to performance as a focus of education can undermine student motivation.
Interventions
The concept of hope-value theory can and has been applied to intervention programs that seek to change motivational beliefs. These interventions can increase expectations and value or lower costs. Such interventions not only target motivation, but also ultimately improve student achievement in general and help close the traditionally problematic gap of achievement. For example, value-focused interventions have been developed to help teachers design their curriculum in ways that allow students to see the relationship between the material they learned in the classroom and their own lives. Promote interest and performance in high school science classes. This intervention can improve student performance and interest, especially for students with low initial expectations. According to the theory of expected values, this intervention is effective because it increases students' interest in the material.
Maps Expectancy-value theory
Value-value theory was originally created to explain and predict individual attitudes toward objects and actions. Initially the work of psychologist Martin Fishbein, the theory states that attitudes are developed and modified based on an assessment of beliefs and values. In particular, this theory tries to determine the mental calculations that occur in the development of attitudes. Expectancy-value theory has been used to develop other theories and is still used today in various fields of study.
History
Dr. Martin Fishbein is credited with developing the theory of value-hope (EVT) in the early to mid-1970s. Sometimes referred to as the Fishbein's hope value theory or simply a value-expect model. The main jobs that are usually cited by scholars referring to EVT are Martin Fishbein and Icek Ajzen's 1975 book entitled Faith, Attitude, Intention, and Behavior: An Introduction to Theory and Research. The work of EVT seeds can be seen in Fishbein's doctoral dissertations, Theoretical and Empirical Investigations on the Linkage between Beliefs on Objects and Attitudes towards the Object (1961, UCLA) and the next two articles in 1962 and 1963 in the journal > Human Relations . Fishbein's work attracts writers like Ward Edwards, Milton J. Rosenberg, Edward Tolman, and John B. Watson.
Drafts
EVT has three basic components. First, the individual responds to new information about an item or action by developing a belief about the item or action. If a belief already exists, it can and will likely be modified by new information. Second, the individual sets the value for each attribute based on belief. Third, expectations are made or modified based on the results of calculations based on beliefs and values. For example, a student knows that a professor has a reputation as a humorous person. Students give positive grades to the humor in the classroom, so students have hope that their experience with the professor will be positive. When students attend classes and find the professor funny, students calculate that it is a good class. EVT also states that the results of calculations, often called "attitudes", are derived from complex equations that contain multiple pairs of beliefs/values. Fishbein and Ajzen (1975) represent the theory with the following equation where attitude (a) is a factorial function of belief (b) and values ​​(v).
Theory of Reasoned Action: Formula Dalam bentuk yang paling sederhana, TRA dapat dinyatakan sebagai persamaan berikut:
di mana: = niat perilaku
= sikap seseorang terhadap perilaku
= bobot yang diturunkan secara empiris
= norma subjektif seseorang terkait dengan melakukan perilaku
(Source: Hale, 2002)
Current use
In the late 1970s and early 1980s, Fishbein and Ajzen expanded the expectation-value theory into a reasoned action theory (TRA). Later Ajzen proposed the theory of planned behavior (TPB) in his book Attitude, Personality, and Behavior (1988). Both TRA and TPB overcome the weaknesses of prediction and explanation with EVT and are still a prominent theory in areas such as healthcare, marketing, and economic communications research. Although not used much since the early 1980s, EVT is still used in research in diverse areas such as audience advertising (Palmgreen & Rayburn, 1985) advertisements (Shoham, Rose, & Kahle 1998; Smith & Vogt, 1995 ), child development (Watkinson, Dwyer, & Nielsen, 2005), education (Eklof, 2006; Ping, McBride, & Breune, 2006), health communication (Purvis Cooper, Burgoon, & Roter, 2001; Ludman & Curry, 1999), and organizational communication (Westaby, 2002).
See also
- Planned behavioral theory
References
Education model
Healthcare, communications, marketing and economic models - Ajzen, I. (1988). Attitude, personality, and behavior (U. ed.). Chicago, IL: Dorsey Press.
- Eklof, H. (2006). Development and validation of scores from instruments that measure students' test motivation. Education & amp; Psychological Measurements , 66, 643-656.
- Fishbein, M. (1961). Theoretical and empirical investigation of the relation between beliefs about and objects and attitudes toward the object (page 162): University of California, Los Angeles. Unpublished dissertation.
- Fishbein, M. (1963). Investigate the relationship between beliefs about an object and an attitude toward that object. Human Relations , 16, 233-240.
- Fishbein, M. & amp; Ajzen, I. (1975). Trust, attitude, intention, and behavior: introduction to theory and research . Reading, Mass.: Addison-Wesley Pub.
- Fishbein, M. & amp; Raven, B. (1962). Scale AB: The operational definition of beliefs and attitudes. Human Relations , 15, 35-44.
- Ludman, E. J., & amp; Curry, S. J. (1999). Implementation of extension counseling to promote mammography participation. Health & amp; Behavior , 26, 689.
- Palmgreen, P., & amp; Rayburn, J. (1985). The Approach of Hope-Values ​​for Media Gratification, in: "Rosengren, Karl Erik/Wenner, Lawrence A./Palmgreen, Philip: Media Gratifications Research" (Beverly Hills, 1985, pp. 61-72).
- Ping, X., McBride, R. E., & amp; Bruene, A. (2006). The change in motivation of fourth graders in the basic physical education run program. Do Quarterly Research for Exercise & amp; Sports , 77, 195-207.
- Purvis Cooper, C., Burgoon, M., & amp; Roter, D. L. (2001). Analysis of the expected value of audience interest in television prevention news. Health Communication , 13, 227-240.
- Shoham, A., Rose, G. M., & amp; Kahle, L. R. (1998). Sports marketing at risk: From intent to action. Journal of Marketing Academy , 26, 307-321.
- Smith, R. E., & amp; Vogt, C. A. (1995). The effects of ad integration and negative word-of-mouth communication in message processing and response. Journal of Consumer Psychology , 4, 133.
- Watkinson, E. J., Dwyer, S., & amp; Nielsen, A. B. (2005). Children theorize about reasons for recess involvement: Does value-value theory apply? Adjust Physical Quarterly Activities , 22, 179.
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External links
- Ajzen Icek web page
- Master Toolbox
Source of the article : Wikipedia
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