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Showing 1 to 4 of 4 for “"Situated expectancy-value theory (SEVT)"”.

  1. In Their Own Words: Post-9/11 Student Veterans’ Perceived Motivation in Higher Education

    … narrative inquiry was informed by motivational theory (i.e., Situated Expectancy-Value Theory; SEVT) and veteran studies. Four Post-9/11 student veterans participated in semi-structured interviews. Narrative thematic analysis revealed two themes. The first theme was that Post-9/11 student …

    usf Repository record for In Their Own Words: Post-9/11 Student Veterans’ Perceived Motivation in Higher Education (opens in a new tab)

  2. Academic Procrastination and Achievement Motivation: An Expectancy Value Approach to Measure Academic Procrastination in University Online Courses

    … was measured using Eccles and Wigfield’s (2020) Situated Expectancy Value Theory (SEVT), which conceptually understands a student’s achievement related choices and performance on a task, as influenced by the student’s valuation of that task, and their expectancy to succeed in completing that …

    queens Repository record for Academic Procrastination and Achievement Motivation: An Expectancy Value Approach to Measure Academic Procrastination in University Online Courses (opens in a new tab)

  3. Exploring Instructors' Classroom Test Beliefs and Behaviors in Fundamental Engineering Courses: A Qualitative Multi-Case Study

    … This dissertation study, grounded in the Situated Expectancy Value Theory (SEVT), explored, uncovered, and articulated seven fundamental engineering course instructors' test beliefs and behaviors from mechanical engineering and engineering science departments in a public, land-grant, …

    vt Repository record for Exploring Instructors' Classroom Test Beliefs and Behaviors in Fundamental Engineering Courses: A Qualitative Multi-Case Study (opens in a new tab)

  4. A qualitative case study exploring the expectancy and value of incorporating service learning in the Catholic independent school classroom as sources of motivation and empowerment for K-12 teachers.

    This qualitative case study explored the expectancy and value of incorporating service learning in the Catholic independent school classroom as sources of motivation and empowerment for K–12 teachers. Participants were classroom teachers with experience in implementing and participating in service …

    baylor Repository record for A qualitative case study exploring the expectancy and value of incorporating service learning in the Catholic independent school classroom as sources of motivation and empowerment for K-12 teachers. (opens in a new tab)