Contribution to the validation of the expectancy-value scale for primary school students
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.12/8906 |
Resumo: | Grounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the ‘expectancy-value’ theory framework and students’ |
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Contribution to the validation of the expectancy-value scale for primary school studentsCross-country comparisonMathematicsMotivationPrimary educationGrounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the ‘expectancy-value’ theory framework and students’SAGE Publications Inc.Repositório do ISPAPeixoto, FranciscoRadišić, JelenaKesegi-Krstin, KsenijaHansen, Brian BenjaminLaine, AnuBaucal, AleksandarSõrmus, MaarjaMata, Lourdes2023-01-05T21:02:11Z20222022-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.12/8906engContribution to the Validation of the Expectancy-Value Scale for Primary School Students. (2022). Journal of Psychoeducational Assessment. https://doi.org/10.1177/073428292211448680734282910.1177/07342829221144868info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-01-08T02:15:30Zoai:repositorio.ispa.pt:10400.12/8906Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:29:41.382170Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Contribution to the validation of the expectancy-value scale for primary school students |
title |
Contribution to the validation of the expectancy-value scale for primary school students |
spellingShingle |
Contribution to the validation of the expectancy-value scale for primary school students Peixoto, Francisco Cross-country comparison Mathematics Motivation Primary education |
title_short |
Contribution to the validation of the expectancy-value scale for primary school students |
title_full |
Contribution to the validation of the expectancy-value scale for primary school students |
title_fullStr |
Contribution to the validation of the expectancy-value scale for primary school students |
title_full_unstemmed |
Contribution to the validation of the expectancy-value scale for primary school students |
title_sort |
Contribution to the validation of the expectancy-value scale for primary school students |
author |
Peixoto, Francisco |
author_facet |
Peixoto, Francisco Radišić, Jelena Kesegi-Krstin, Ksenija Hansen, Brian Benjamin Laine, Anu Baucal, Aleksandar Sõrmus, Maarja Mata, Lourdes |
author_role |
author |
author2 |
Radišić, Jelena Kesegi-Krstin, Ksenija Hansen, Brian Benjamin Laine, Anu Baucal, Aleksandar Sõrmus, Maarja Mata, Lourdes |
author2_role |
author author author author author author author |
dc.contributor.none.fl_str_mv |
Repositório do ISPA |
dc.contributor.author.fl_str_mv |
Peixoto, Francisco Radišić, Jelena Kesegi-Krstin, Ksenija Hansen, Brian Benjamin Laine, Anu Baucal, Aleksandar Sõrmus, Maarja Mata, Lourdes |
dc.subject.por.fl_str_mv |
Cross-country comparison Mathematics Motivation Primary education |
topic |
Cross-country comparison Mathematics Motivation Primary education |
description |
Grounded in ‘expectancy-value’ theory, this paper reports on the psychometric properties of an instrument intended to measure students’ motivation in mathematics. The participants were 2045 third-, fourth- and fifth-grade students from Estonia, Finland, Norway, Portugal, Serbia and Sweden. The Expectancy-Value Scale (EVS) was found to be suitable for early grades of primary education in measuring competence self-perceptions and subjective task values relative to the mathematics field. The results indicate a good model fit aligned with the expectancy-value theory. The EVS dimensions showed good reliability, and scalar invariance was established. However, findings also indicated high correlations between some of the EVS dimensions, which is well documented for students at this age. The findings are discussed relative to the ‘expectancy-value’ theory framework and students’ |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022 2022-01-01T00:00:00Z 2023-01-05T21:02:11Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.12/8906 |
url |
http://hdl.handle.net/10400.12/8906 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Contribution to the Validation of the Expectancy-Value Scale for Primary School Students. (2022). Journal of Psychoeducational Assessment. https://doi.org/10.1177/07342829221144868 07342829 10.1177/07342829221144868 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
SAGE Publications Inc. |
publisher.none.fl_str_mv |
SAGE Publications Inc. |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799130754843672576 |