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Kenneth E. Barron
James Madison University
58Publications
24H-index
8,135Citations
Publications 58
Newest
#1Emily Q. Rosenzweig (UMD: University of Maryland, College Park)H-Index: 5
#2Chris S. Hulleman (UVA: University of Virginia)H-Index: 20
Last.Allan Wigfield (UMD: University of Maryland, College Park)H-Index: 60
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#1Chris S. Hulleman (UVA: University of Virginia)H-Index: 20
#2Jeff J. Kosovich (UVA: University of Virginia)H-Index: 4
Last.David B. Daniel (JMU: James Madison University)H-Index: 10
view all 4 authors...
We replicated and extended prior research investigating a theoretically guided intervention based on expectancy-value theory designed to enhance student learning outcomes (e.g., Hulleman & Harackiewicz, 2009). First, we replicated prior work by demonstrating that the utility value intervention, which manipulated whether students made connections between the course material and their lives, increased both interest and performance of low-performing students in a college general education course. S...
#1Rory A. Lazowski (College Board)H-Index: 4
#2Kenneth E. Barron (JMU: James Madison University)H-Index: 24
Last.Chris S. Hulleman (UVA: University of Virginia)H-Index: 20
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In an article published in Educational Measurement: Issues and Practice, Gaertner and McClarty (2015) discuss a college readiness index based, in part, on nonacademic or noncognitive factors measured in middle school. Such an index is laudable as it incorporates important constructs beyond academic achievement measures that may be important in assessing college readiness. It also holds potential in identifying areas of need at a critical time and can theoretically inform important interventions ...
#1Chris S. Hulleman (UVA: University of Virginia)H-Index: 20
#2Kenneth E. Barron (JMU: James Madison University)H-Index: 24
Last.Rory A. Lazowski (College Board)H-Index: 4
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Understanding student motivation, and its relationship to learning outcomes, is a central task for both researchers and practitioners. The expectancy-value framework offers a multidimensional approach to describing student motivation within educational contexts. Both expectancy and value have their own rich, independent bodies of literature. In an effort to help organize existing knowledge of this research area, the first purpose of our chapter is to offer separate, historical reviews of expecta...
#1Jeff J. KosovichH-Index: 4
#2Chris S. HullemanH-Index: 20
Last.Steve GettyH-Index: 1
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#1Jeff J. Kosovich (UVA: University of Virginia)H-Index: 4
#2Chris S. Hulleman (UVA: University of Virginia)H-Index: 20
Last.Steve Getty (CC: Colorado College)H-Index: 1
view all 4 authors...
We present validity evidence for the Expectancy-Value-Cost (EVC) Scale of student motivation. Using a brief, 10-item scale, we measured middle school students’ expectancy, value, and cost for their math and science classes in the Fall and Winter of the same academic year. Confirmatory factor analyses supported the three-factor structure of the EVC Scale, as well as measurement invariance across gender, academic domain, and time. Predictions of the EVC Scale’s relationship with domain-specific fu...
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