The Psychometric Characteristics of Task Cost Scale in High School Students in Qom

Ghodsi, Ahmad; Talepasand, Siavash; Rezaei, Alimohammad; Mohammadifar, Mohammadali

doi:10.22054/jem.2017.24215.1595

Document Type : Research Paper

Authors

¹ ُSemnan Univercity

² Department of educational sciences, psychology and educational sciences college, Semnan University, I

³ Psychology and education faculty Semnan University Semnan Iran

⁴ department of educational sciences, psychology and educational sciences college, Semnan University, Iran

https://doi.org/10.22054/jem.2017.24215.1595

Abstract

Abstract
Background: Task cost and its dimensions in the theory of expectance-value are important antecedents to achievement behaviors. The present study aims to validate an instrument to measure the task cost in high school students.
Method: The participants were 363 high school students (172 Male, 191 Female) in second and third grades who were selected through random multistage sampling and completed task cost scale of Fluke et al, Pintrich's questionnaire of task value, Vallerand's Questionnaire of academic motivation, and Semnan's questionnaire of task value. Data were analyzed by confirmatory factor analysis.
Results: The results show that a four-factor structure (the inside effort cost, the loss of valued alternatives cost, emotional cost, and outside effort cost) fits the structure of cost task. Cronbach's alpha for the total scale was 0.97 and for the subscales of the inside effort cost 0.87, the loss of valued alternatives cost 0.90, emotional cost 0.91, and outside effort cost 0.93. Correlation analysis shows that there is a significant relationship between the scores of subscales of task costs and task value in the range of -0.39 to -0.48. The scores of achievement value, value of internal interest, and value of external interest have a significant relationship with components of task cost in the range of -0.35 to -0.56. Furthermore, the subscales of task cost and reluctance have a significant relationship in the range of 0.22 to 0.29.
Conclusion: The Persian version of the task cost scale has acceptable psychometric characteristics for the students and can be used as a valid instrument in psychological researches

Keywords

References

اکبری بلوطبنگان، افضل؛ طالع پسند، سیاوش. (1395). ساختار عاملی نسخه فارسی قربانی چندبعدی در دانش آموزان مدارس ابتدایی شهر سمنان، مجله کومش، 17(3): 660-669

باقری، ناصر؛ مهرناز، شهرآرای؛ ولی اله، فرزاد. (1382). وارسی‌های روان‌سنجی مقیاس انگیزش تحصیلی در بین دانش‌آموزان دبیرستانهای تهران، مجله دانشوررفتار، 10(1):11-24

حسینی، فخری‌السادات؛ طالع پسند، سیاوش؛ بیگدلی، ایمان‌ا... . (1389). نقش مؤلفه‌های انتظار –ارزش در پیشرفت شیمی، روانشناسی تربیتی-دانشگاه علامه طباطبایی، شماره ۶: ۳۹-۶۹

ویسانی، مختار؛غلامعلی لواسانی،مسعود؛ اژه ای، جواد.(1391). نقش اهداف پیشرفت، انگیزش تحصیلی و راهبردهای یادگیری بر اضطراب آمار: آزمون مدل علّی. مجله روانشناسی16: 142-162.

غلامعلی لواسانی، مسعود؛ خضریآذر، هیمن؛ امانی، جواد. (1390). تفاوتهای جنسیتی در خودکارآمدی، ارزش تکلیف، درگیری شناختی و پیشرفت ریاضی. مجله‌ی مطالعات اجتماعی روانشناختی زنان، سال نهم، ص 32-7.

فریدونی، لیلا. (1392). مقایسه‌ی مؤلفههای خودتنظیمی تکلیف (ارزش تکلیف، فراشناخت، تلاش و پایداری) دانشآموزان دختر پایه دوم راهنمایی و پایه دوم دبیرستان مدارس استعدادهای درخشان و عادی شهر اهواز. پایان‌نامه کارشناسی ارشد. دانشگاه شهید چمران اهواز.

میولر، رالف. (1996). پایه‌های اساسی مدل یابی معادلات ساختاری معرفی نرم‌افزارهایlisrel, Eqs، ترجمه سیاوش طالع پسند (1390). چاپ دوم، سمنان: انتشارات دانشگاه سمنان.

Anderman, E. M., Eccles, J. S., Yoon, K. S., Roeser, R., Wigfield, A.&Blumenfeld,P. (2001). Learning to value mathematics and reading. Journal of Teaching in Physical Education, 27, 175–205.

Battle, A., &Wigfield, A. (2003). College women’s value orientations toward family,career, and graduate school.Journal of Vocational Behavior, 62(1), 56–5.doi:10.1016/S0001-8791(02)00037-4.

Berkler,S. J. (1990).Applications of covariance structure modeling in psychology:cause for concern.Psychological Bulletin, 107 (2), 260-273.

Chen, A., & Liu, X. (2009). Task values, cost, and choice decisions in college physicaleducation.Journal of Teaching in Physical Education, 28, 192–213.

Chiang, E. S., Byrd, S. P., &Molin, A. J. (2011). Children’s perceived cost for exercise:Application of an expectancy-value paradigm.Health Education & Behavior: TheOfficial Publication of the Society for Public Health Education, 38(2), 143–149.doi:10.1177/1090198110376350

Conley, A. M. (2012). Patterns of motivation beliefs: Combining achievement goal and expectancy-value perspectives. Journal of Educational Psychology,104(1),32–47. doi:10.1037/a0026042.

Eccles, J. S., &Wigfield, A. (1995). In the mind of the actor: The structure of adolescent's achievement task values and expectancy-related beliefs. Journal of Personality and Social Psychology, 21, 215-225.

Eccles, J.S.,Adler, T.F.,Futterman,R.,Goff,S. B.,Kaczala,C.M.,Mecee,J.L.et.al. (1983).Expectancies,valuesandacademicbehaviors.InJ.T.Spence (Ed). Achievement and achievementmotives. (pp.75-138).SanFrancisco: W.H.freeman.

Gao, Z. (2007). Understandingstudent’s motivationin physical education:Integration of Expectancy-Value model and self-efficacy Theory.A dissertation submitted to the graduate faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillmentofrequirements for the degree of Doctor of Philosophy,161(1),31-45.

Flake, K.J.,Barron, K.E.,Hullman, C.,Mccoach, B.D.,Welsh, M.E. (2015).The forgotten component of expectancy- value theory:Contemporary Educational Psychology, 41, 232-244. doi.org/10.1016/j.cedpsych.2015.03.002.

Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes inchildren's self-competence and values: gender and domain differences across gradesone through twelve. Child Development, 73(2), 509-527.

Liem, A, D., Lau, S., Nie, Y. (2008). The role of self-efficacy, task value, andachievement goals in predicting learning strategies, task disengagement, peerrelationship, and achievement outcome Centre for Research in Pedagogy andPractice, National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore 616-637, Singapore. Contemporary Educational Psychology, 33,486–512.

Luttrell, V. R., Callen, B. W., Allen, C. S., Wood, M. D., Deeds, D. G., & Richard, D. C. S. (2010).The mathematics value inventory for general education students:Development and initial validation.Educational and Psychological Measurement,70(1),142160.doi:10.1177/00131644093445.

Parsons, J. S., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., &Midgley, C. (1980).Self-perceptions, task perceptions and academic choice: origins and change(pp. 1–98). AnnArbor,MI. Retrievedfrom:<http://www.rcgd.isr.umich.edu/garp/articles/parsons80b.pdf.

Pintrich, P. R., Smith, D. A, Garcia, T., & McKeachie,W. (1991). A manual for the use of the motivated strategies for leanings questionnaire (MSLQ). Journal of Educational Leadership, 55(1), 30-31.

Perez, T., Cromley, J. G., & Kaplan, A. (2014). The role of identity development, values,and costs in college STEM retention.Journal of Educational Psychology, 106(1),315–329. doi:10.1037/a0034027.

Pintrich,P.R. (2003).A motivational science perspective on the role of student motivation in learning and teaching contexts.Journal of Educational psychology, 95(4)667-686.doi:10.1037/0022-0663.95.4.667.

Pintrich, P. R., & Schunk, D. H. (2002). Motivation ineducation: Theory, research andapplications.Upper Saddle River, N.J: Pearson Education.

Simpkins, D. S., &Davis-Kean, E. P. (2005).The Intersection between Self-Concepts and Values: Links between Beliefs and Choices in High School.Jacobs, E.J, Simpkins,D. S.Leaks in the Pipeline to Math, Science and Technology Careers.

Trautwein, U., Marsh, H. W., Nagengast, B., Lüdtke, O., Nagy, G., &Jonkmann, K. (2012).Probing for themultiplicative term in modern expectancy–value theory: A latentinteraction modeling study.Journal of Educational Psychology, 104(3), 763–777.doi:10.1037/a0027470

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C. & Vallieres,E.F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic,and amotivation in education. Educational and Psychological Measurement, 52:1003-1019.

Watkinson, E. J., Dwyer, S. A., & Nielsen, A. B. (2005). Children theorize about reasonsforrecessengagement:Doesexpectancy-valuetheory apply?AdaptedPhysicalActivity Quarterly, 22, 179–197.

Watt, H. M. G., Eccles, J. S., &Durik, A. M. (2006). The leaky mathematics pipeline forgirls: A motivational analysis of high school enrolments in Australia and the USA.Equal Opportunities International, 25, 642-659.

Wigfield, A., Tonks, S., &Eccles, J.S. (2004). Avolume in: Research on sociocultural influences on motivation and learning. Journal of Copyright by Information Age Publishing, 5, 165-198.

Wigfield, A., &Eccles,J. (2000). Expectancy–value theory of achievement motivation. Journal of Contemporary Educational Psychology, 25, 68-81

Quarterly of Educational Measurement

The Psychometric Characteristics of Task Cost Scale in High School Students in Qom

References

References

Volume 8, Issue 28
July 2017
Pages 97-120

The Psychometric Characteristics of Task Cost Scale in High School Students in Qom

References

References

Volume 8, Issue 28July 2017Pages 97-120

Volume 8, Issue 28
July 2017
Pages 97-120