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ERIC Number: EJ1161022
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0022-0973
Value Reappraisal as a Conceptual Model for Task-Value Interventions
Acee, Taylor W.; Weinstein, Claire Ellen; Hoang, Theresa V.; Flaggs, Darolyn A.
Journal of Experimental Education, v86 n1 p69-85 2018
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A