Kenneth E Barron
Biographic Data
| ID | 3481765 |
|---|---|
| NAME | Kenneth E Barron |
| GIVEN NAMES | Kenneth E |
| FAMILY NAME | Barron |
| SIGNATURE | BARRON K E |
| AFFILIATIONS | James Madison University |
| ORCID | 0000-0002-1094-3462 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 123 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Individual and situational expectancy, value, and cost motivational beliefs at Hispanic-Serving Institutions
Making connections: Replicating and extending the utility value intervention in the classroom.
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…
Expectancy-Value-Cost Model of Motivation
Measuring cost: The forgotten component of expectancy-value theory
A Practical Measure of Student Motivation: Establishing Validity Evidence for the Expectancy-Value-Cost Scale in Middle School
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 th…
Measuring Situational Interest in Academic Domains
Three studies were conducted to develop and validate scores on a new measure appropriate for assessing adolescents’ situational interest (SI) across various academic settings. In Study 1 ( n = 858), a self-report questionnaire was administered to undergraduates in introductory psychology. Confirmatory factor analyses (CFA) supported a three-factor model that differentiated between interest generated by (a) the presentation of course material that…
The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance.
The dynamics of individual and situational interest and academic performance were examined in the college classroom and 7 semesters later in conjunction with achievement goals. At the beginning of an introductory psychology course, participants reported their initial interest in psychology, achievement goals, and situational interest in course lectures. At the end of the semester, participants (N = 858) reported their situational interest in cour…
A latent profile analysis of college students’ achievement goal orientation
Measuring Goal Orientation in a Work Domain: Construct Validity Evidence for the 2 × 2 Framework
The current research extended the three-factor (mastery, performance-approach, and performance-avoidance) measure of achievement goals in a work domain to the four-factor conceptualization (in a 2 × 2 framework) by adding items to represent mastery-avoidance goals. Confirmatory factor analysis was conducted on two independent samples to evaluate the dimensionality of scores. Results from both samples indicated that after dropping 5 problematic ma…
Testing Moderator and Mediator Effects in Counseling Psychology Research.
The goals of this article are to (a) describe differences between moderator and mediator effects; (b) provide nontechnical descriptions of how to examine each type of effect, including study design, analysis, and interpretation of results; (c) demonstrate how to analyze each type of effect; and (d) provide suggestions for further reading. The authors focus on the use of multiple regression because it is an accessible data-analytic technique conta…
Examining the Psychometric Properties of the Achievement Goal Questionnaire in a General Academic Context
The psychometric properties of the Achievement Goal Questionnaire (AGQ), when modified for a general academic context, were examined. Previous research has found evidence of a four-factor structure of achievement goal orientation when this measure was used in a course-specific context. This study is an important addition to goal orientation research for the following two reasons: (a) It provides additional support for four distinct factors of goa…
Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation.
The authors examined the role of achievement goals, ability, and high school performance in predicting academic success over students’ college careers. First, the authors examined which variables predicted students’ interest and performance in an introductory psychology course taken their first semester in college. Then, the authors followed students until they graduated to examine continued interest in psychology and performance in subsequent cl…
Revision of achievement goal theory: Necessary and illuminating.
C. Midgley et al. (2001) raised important questions about the effects of performance-approach goals. The present authors disagree with their characterization of the research findings and implications for theory. They discuss 3 reasons to revise goal theory: (a) the importance of separating approach from avoidance strivings, (b) the positive potential of performance-approach goals, and (c) identification of the ways performance-approach goals can …
Achievement goals and optimal motivation: Testing multiple goal models
Currently, there is a debate about which types of achievement goals promote optimal motivation. A number of theorists argue for a mastery goal perspective focusing on the adaptive consequences of mastery goals and the maladaptive consequences of performance goals. Others endorse a multiple goal perspective in which both mastery and performance goals can be beneficial. The purpose of the present investigation was to review why this debate has emer…
Short-term and long-term consequences of achievement goals: Predicting interest and performance over time.
Why do some students excel in their college classes and develop interest in an academic discipline? The authors examined both the short-term and long-term consequences of students ' achievement goals in an introductory psychology course. Mastery goals positively predicted subsequent interest in the course, but not course grades. Performance goals positively predicted grades, but not interest. Three semesters later, the authors obtained measures o…
Rethinking achievement goals: When are they adaptive for college students and why?
The types of goals that students adopt in educational settings and the consequences of those goals an 2 important educational outcomes-performance and intrinsic motivation-are discussed. In the case of performance, we briefly review and evaluate a large body of theory and research conducted by other investigators. In particular, we consider the possibility that some commonly accepted conclusions about the effects of achievement goals are prematur…
Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade
The authors investigated personality predictors of achievement goals in an introductory psychology class, as well as the consequences of these goals for the motivation and performance of 311 undergraduates. Two dimensions of achievement motivation (workmastery and competitive orientations; J. T. Spence & R. L. Helmreich, 1983) predicted the goals endorsed. Individuals high in workmastery were more likely to adopt mastery goals and less likely to …
Measuring cost: The forgotten component of expectancy-value theory
Achievement goals and optimal motivation: Testing multiple goal models
Currently, there is a debate about which types of achievement goals promote optimal motivation. A number of theorists argue for a mastery goal perspective focusing on the adaptive consequences of mastery goals and the maladaptive consequences of performance goals. Others endorse a multiple goal perspective in which both mastery and performance goals can be beneficial. The purpose of the present investigation was to review why this debate has emer…
A Practical Measure of Student Motivation: Establishing Validity Evidence for the Expectancy-Value-Cost Scale in Middle School
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 th…
Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade
The authors investigated personality predictors of achievement goals in an introductory psychology class, as well as the consequences of these goals for the motivation and performance of 311 undergraduates. Two dimensions of achievement motivation (workmastery and competitive orientations; J. T. Spence & R. L. Helmreich, 1983) predicted the goals endorsed. Individuals high in workmastery were more likely to adopt mastery goals and less likely to …
Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade
The authors investigated personality predictors of achievement goals in an introductory psychology class, as well as the consequences of these goals for the motivation and performance of 311 undergraduates. Two dimensions of achievement motivation (workmastery and competitive orientations; J. T. Spence & R. L. Helmreich, 1983) predicted the goals endorsed. Individuals high in workmastery were more likely to adopt mastery goals and less likely to …
Rethinking achievement goals: When are they adaptive for college students and why?
The types of goals that students adopt in educational settings and the consequences of those goals an 2 important educational outcomes-performance and intrinsic motivation-are discussed. In the case of performance, we briefly review and evaluate a large body of theory and research conducted by other investigators. In particular, we consider the possibility that some commonly accepted conclusions about the effects of achievement goals are prematur…
Short-term and long-term consequences of achievement goals: Predicting interest and performance over time.
Why do some students excel in their college classes and develop interest in an academic discipline? The authors examined both the short-term and long-term consequences of students ' achievement goals in an introductory psychology course. Mastery goals positively predicted subsequent interest in the course, but not course grades. Performance goals positively predicted grades, but not interest. Three semesters later, the authors obtained measures o…
Achievement goals and optimal motivation: Testing multiple goal models
Currently, there is a debate about which types of achievement goals promote optimal motivation. A number of theorists argue for a mastery goal perspective focusing on the adaptive consequences of mastery goals and the maladaptive consequences of performance goals. Others endorse a multiple goal perspective in which both mastery and performance goals can be beneficial. The purpose of the present investigation was to review why this debate has emer…
Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation.
The authors examined the role of achievement goals, ability, and high school performance in predicting academic success over students’ college careers. First, the authors examined which variables predicted students’ interest and performance in an introductory psychology course taken their first semester in college. Then, the authors followed students until they graduated to examine continued interest in psychology and performance in subsequent cl…
Revision of achievement goal theory: Necessary and illuminating.
C. Midgley et al. (2001) raised important questions about the effects of performance-approach goals. The present authors disagree with their characterization of the research findings and implications for theory. They discuss 3 reasons to revise goal theory: (a) the importance of separating approach from avoidance strivings, (b) the positive potential of performance-approach goals, and (c) identification of the ways performance-approach goals can …
Testing Moderator and Mediator Effects in Counseling Psychology Research.
The goals of this article are to (a) describe differences between moderator and mediator effects; (b) provide nontechnical descriptions of how to examine each type of effect, including study design, analysis, and interpretation of results; (c) demonstrate how to analyze each type of effect; and (d) provide suggestions for further reading. The authors focus on the use of multiple regression because it is an accessible data-analytic technique conta…
Examining the Psychometric Properties of the Achievement Goal Questionnaire in a General Academic Context
The psychometric properties of the Achievement Goal Questionnaire (AGQ), when modified for a general academic context, were examined. Previous research has found evidence of a four-factor structure of achievement goal orientation when this measure was used in a course-specific context. This study is an important addition to goal orientation research for the following two reasons: (a) It provides additional support for four distinct factors of goa…
A latent profile analysis of college students’ achievement goal orientation
Measuring Goal Orientation in a Work Domain: Construct Validity Evidence for the 2 × 2 Framework
The current research extended the three-factor (mastery, performance-approach, and performance-avoidance) measure of achievement goals in a work domain to the four-factor conceptualization (in a 2 × 2 framework) by adding items to represent mastery-avoidance goals. Confirmatory factor analysis was conducted on two independent samples to evaluate the dimensionality of scores. Results from both samples indicated that after dropping 5 problematic ma…
The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance.
The dynamics of individual and situational interest and academic performance were examined in the college classroom and 7 semesters later in conjunction with achievement goals. At the beginning of an introductory psychology course, participants reported their initial interest in psychology, achievement goals, and situational interest in course lectures. At the end of the semester, participants (N = 858) reported their situational interest in cour…
Measuring Situational Interest in Academic Domains
Three studies were conducted to develop and validate scores on a new measure appropriate for assessing adolescents’ situational interest (SI) across various academic settings. In Study 1 ( n = 858), a self-report questionnaire was administered to undergraduates in introductory psychology. Confirmatory factor analyses (CFA) supported a three-factor model that differentiated between interest generated by (a) the presentation of course material that…
A Practical Measure of Student Motivation: Establishing Validity Evidence for the Expectancy-Value-Cost Scale in Middle School
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 th…
Expectancy-Value-Cost Model of Motivation
Measuring cost: The forgotten component of expectancy-value theory
Making connections: Replicating and extending the utility value intervention in the classroom.
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…
Individual and situational expectancy, value, and cost motivational beliefs at Hispanic-Serving Institutions
Education, Achievement, and Giftedness (15 works) · Psychology (15 works) · Social Psychology (12 works) · Motivation and Self-Concept in Sports (10 works) · Academic achievement (8 works) · Mathematics education (8 works) · Applied Psychology (6 works) · Developmental psychology (6 works) · Goal Orientation (6 works) · Career Development and Diversity (5 works)