{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/72108"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/72108","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Role of Students' Goals and Perceptions of Instrumental Value in The Development of Achievement Motivation at Junior High School","abstract":"The influence of task value, expectancies, self concept of ability, task difficulty, and anxiety on the development of achievement motivation in junior high school was studied. Measurement instruments for intrinsic, attainment, and instrumental value, developed for use in this study, are described. Achievement motivation was determined by teacher ratings of current motivation, self-reports of continuing motivation, school grades, and test scores. The results present a complex and detailed description of the dynamics leading to higher motivation and superior achievement. While high expectancies for success were expected to be an important variable, the value of the activity to an individual proved to be a significant predictor of motivation and achievement. For example, intrinsic value is the best predictor of continuing motivation. The analyses of sex differences in this study suggests there may be a changing situation with regards to a female student's values, expectancies, motivation, and achievements.","abstract_html":"The influence of task value, expectancies, self concept of ability, task difficulty, and anxiety on the development of achievement motivation in junior high school was studied. Measurement instruments for intrinsic, attainment, and instrumental value, developed for use in this study, are described. Achievement motivation was determined by teacher ratings of current motivation, self-reports of continuing motivation, school grades, and test scores. The results present a complex and detailed description of the dynamics leading to higher motivation and superior achievement. While high expectancies for success were expected to be an important variable, the value of the activity to an individual proved to be a significant predictor of motivation and achievement. For example, intrinsic value is the best predictor of continuing motivation. The analyses of sex differences in this study suggests there may be a changing situation with regards to a female student's values, expectancies, motivation, and achievements.","abstract_has_math":false,"creators":["Hartman, Andrew John"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-17T20:25:13Z","date_published":"2014-12-17T20:25:13Z","updated_at":"2026-07-22T22:26:06Z","subjects":["Psychology, Developmental"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8711806"],"render_values":[{"text":"(UMI)AAI8711806","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/72108","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Hartman, Andrew John"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-17T20:25:13Z","10000-01-01","1987"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology, Developmental"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/72108","(UMI)AAI8711806"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The influence of task value, expectancies, self concept of ability, task difficulty, and anxiety on the development of achievement motivation in junior high school was studied. Measurement instruments for intrinsic, attainment, and instrumental value, developed for use in this study, are described. Achievement motivation was determined by teacher ratings of current motivation, self-reports of continuing motivation, school grades, and test scores. The results present a complex and detailed description of the dynamics leading to higher motivation and superior achievement. While high expectancies for success were expected to be an important variable, the value of the activity to an individual proved to be a significant predictor of motivation and achievement. For example, intrinsic value is the best predictor of continuing motivation. The analyses of sex differences in this study suggests there may be a changing situation with regards to a female student's values, expectancies, motivation, and achievements.","Made available in DSpace on 2014-12-17T20:25:13Z (GMT). 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Measurement instruments for intrinsic, attainment, and instrumental value, developed for use in this study, are described. Achievement motivation was determined by teacher ratings of current motivation, self-reports of continuing motivation, school grades, and test scores. The results present a complex and detailed description of the dynamics leading to higher motivation and superior achievement. While high expectancies for success were expected to be an important variable, the value of the activity to an individual proved to be a significant predictor of motivation and achievement. For example, intrinsic value is the best predictor of continuing motivation. The analyses of sex differences in this study suggests there may be a changing situation with regards to a female student's values, expectancies, motivation, and achievements.","Made available in DSpace on 2014-12-17T20:25:13Z (GMT). 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