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Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change
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Johnson, Marcus Lee; Sinatra, Gale M. – Contemporary Educational Psychology, 2013
This study explored the relationship between task values, engagement, and conceptual change. One hundred and sixty-six under graduate students were randomly assigned to one of three task value instructional inductions (utility, attainment, and control) to determine whether induced task values would result in different degrees of engagement and…
Descriptors: Learner Engagement, College Students, Concept Formation, Student Motivation