1. Achievement Task Values Eccles & Wigfield Research based on K-12 school kids and academic subjects Four Components of Task Value: 1___________________________________ –Importance of doing well on a task –Confirm or disconfirm central aspects of one’s self-schema

2. Achievement Task Values (cont.) 2___________________________________ –Enjoyment for a task –Subjective interest in task’s content 3___________________________________ –Usefulness of a task in terms of future goals –Means-end analysis 4___________________________________ –Negative aspects of engaging in the task

3. Achievement Task Values (cont.) Self-Efficacy  ______________________ Task Value  _______________________ When Task Value is held constant, SE ___________________________________ When Self-Efficacy is held constant, TV ___________________________________ Task Value  _______________________ Self-Efficacy  ______________________

4. Achievement Task Values (cont.) As age ____________, Task Value ratings for school tasks and curriculum _________ Not true for ______________ Significant drop-off in task value when transitioning out of ___________________ –Change in view of intelligence, greater emphasis placed on social comparison –Mismatch between middle school structure and the beliefs & needs of students

5. Interest ___________________________________ –Personality trait directed toward an activity or topic –More than curiosity (which is diffuse) ___________________________________ –Generated by environmental conditions –More than just arousal or curiosity which have a short half-life

6. Schiefele (cont.)

7. Renninger’s Model of the Relations Low High Prior Knowledge Activity Value

8. Wade’s Interest/Importance Matrix Low High Importance Interest

9. Wade’s Interest/Importance Matrix

10. Extrinsic Rewards Diminishers of intrinsic motivation: –Task-contingent rewards –Offers of “good player” awards –Deadlines –Imposed goals (but, see Locke & Latham) –Avoidance of unpleasant stimuli –Surveillance –Social evaluation

11. Sources of Intrinsic Motivation _________: intermediate difficulty; level of difficulty must rise as skill level increases __________: new information is discrepant from prior knowledge/beliefs/perceptions; must be some minimal value attached to the new information ___________: choice in task selection, construction of rules ___________: use of imagination, but embellishments must not be distracting

12. Solving the Problem Problem: How to interest students in uninteresting material? Solution: –Build immediate, intermediate, and long-term __________ into the information via ________ –Highlight curious/odd/cool parts of the information –As students spend _________ engaged in study, they become more _______________, and thus, more _________________.

13. Chain of Events