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Achievement values are "the incentives or purposes that individuals
have for succeeding on a given task" (Wigfield, 1994, p. 102). Children's
achievement values affect their self-regulation and motivation because
goals influence how children approach, engage in, and respond to academic
tasks (Hidi & Harackiewicz, 2000). "When students value a task, they
will be more likely to engage in it, expend more effort on it, and do better
on it" (Wigfield, 1994, p. 102). Research indicates that children's subjective
task values are strong predictors of children's intentions and decisions
to continue taking coursework in both Math and English (Wigfield, 1994;
Wigfield & Eccles, 2000).
Eccles and Wigfield hypothesized that students' motivation to complete
tasks stems from the attainment value, utility value, and intrinsic value
associated with the task (Wigfield, 1994), as well as with the costs associated
with engaging in the task. In the remainder of this CD, we will provide
strategies and interventions designed to increase the value associated
with scholastic tasks. You can implement the suggested classroom strategies
with the entire class. They should have a positive impact on any student's
motivation. The individual conferences are designed specifically for use
with academic underachievers. |
