Value Reappraisal as a Conceptual Model for Task-Value Interventions

Autor/inn/en	Acee, Taylor W.; Weinstein, Claire Ellen; Hoang, Theresa V.; Flaggs, Darolyn A.
Titel	Value Reappraisal as a Conceptual Model for Task-Value Interventions
Quelle	In: Journal of Experimental Education, 86 (2018) 1, S.69-85 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2017.1381830
Schlagwörter	Models; Reflection; Intervention; Academic Achievement; Student Motivation; Student Attitudes; Individual Differences; Attitude Change; Predictor Variables; Outcomes of Education; Values; Self Management + Suchen Sie Ihr Suchwort? Analogiemodell; Schulleistung; Schulische Motivation; Schülerverhalten; Individueller Unterschied; Attitudinal change; Einstellungsänderung; Prädiktor; Lernleistung; Schulerfolg; Wertbegriff; Selbstmanagement
Abstract	We discuss task-value interventions as one type of relevance intervention and propose a process model of value reappraisal whereby task-value interventions elicit cognitive-affective responses that lead to attitude change and in turn affect academic outcomes. The model incorporates a metacognitive component showing that students can intentionally self-regulate their subjective task values. Two potential moderators of this process are proposed: baseline individual differences and classroom-level factors. We review evidence for the proposed relationships in the model and identify gaps in the literature. Drawing from models of persuasion and self-regulation, we discuss theoretical foundations of the value-reappraisal model and propose value-reappraisal strategies involved in the modification of subjective task values and reasons for (or against) task engagement. We also outline implications for designing task-value interventions and future research directions. The value-reappraisal model could help inform the continued development of task-value interventions and explain intervention effects. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01