Revisiting the Dimensionality of Subjective Task Value: Towards Clarification of Competing Perspectives
Contemporary Educational Psychology
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Expectancy-value researchers have described the components of subjective task value in multiple ways, leading to multiple competing structural representations of subjective task value data. The purpose of this study was to examine these competing multidimensional factor structures by comparing correlated factor, hierarchical, and bifactor representations of both confirmatory factor analysis and exploratory structural equation modeling (ESEM) models across three theoretical conceptualizations of subjective task value. Results indicate that, in an undergraduate life science learning context (n = 334), the best representation for subjective task value data was a bifactor ESEM model that allowed for the disentangling of general and specific variance of general subjective task value, specific value beliefs, and specific costs. Full measurement invariance of the retained structure across continuing generation and first-generation students was found, and no differential item functioning was found across gender. General subjective task value and specific opportunity cost significantly and positively predicted achievement and specific utility value significantly and negatively predicted achievement, providing support for the criterion-related validity of the general and specific factors for predicting achievement outcomes.
Expectancy-value theory; Subjective task value; Structural equation modeling; Bifactor model; Measurement invariance
Perera, H. N.,
Marchand, G. C.,
Bernacki, M. L.
Revisiting the Dimensionality of Subjective Task Value: Towards Clarification of Competing Perspectives.
Contemporary Educational Psychology(62),