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dc.contributor.authorHowley, Iris
dc.contributor.authorRosé, Carolyn
dc.identifier.citationHowley, I. & Rosé, C. (2018). Empirical Evidence for Evaluation Anxiety and Expectancy-Value Theory for Help Sources. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.en_US
dc.description.abstractExpectancy-Value Theory for Help Sources (EVT-HS) states that whether or not students seek help from a particular source is determined by their perceived expectation that there will be help available, and the perceived value for the help from that source. This paper provides initial empirical validation for EVT-HS, while also introducing and providing support for costs of seeking help from a particular help source impacting intention to seek help. Our survey experiment shows that raising perceived expectancies and values for a help source significantly predicts a student’s intention to seek help. Our results also show that evaluation anxiety, as a potential negative value, inversely predicts intentions to seek help from a particular source.en_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleEmpirical Evidence for Evaluation Anxiety and Expectancy-Value Theory for Help Sourcesen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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