Journal articles on the topic 'Expectancy value theory of achievement-related choices'

Inclusion in activity at recess can have important implications for the health and for the physical, social, and cognitive development of children, according to play theorists (Pellegrini, 1995). This study examined whether children described their decisions (and those of fictitious others) to engage in recess activities in achievement terms consistent with expectancy-value theory (Eccles, Wigfield & Schiefele, 1998). Ten Grade 3 children with different patterns of recess engagement did confirm that attainment, interest, utility, and cost values were salient to decisions to participate. Children distinguished among value components, and confirmed that expectancies and values contributed to activity choices, providing support for the conceptualization of recess as an achievement setting in which expectancy-value theory applies.

This study employed data from the 2015 Chilean sample of the Programme for International Student Assessment to examine the factors that influence science achievement and factors that may reduce the gender gap in science achievement. Our research was guided by Eccles’ Expectancy-Value Theory, which focused on motivational factors that influence gender differences in students’ achievement choices and performance. Our results indicate that socioeconomic status (SES), motivation, enjoyment of science, expected occupational status, school SES, and class size are related to higher science achievement. Also, anxiety was negatively associated with science achievement. Implications for Chilean policymakers and school administrators to improve Chilean girls’ science achievement are discussed.

Students compare their achievement to different standards in order to evaluate their ability. We built on the theoretical frameworks of situated expectancy-value theory, dimensional comparison theory, and the big-fish-little-pond effect literature to examine the role of social and dimensional comparisons for ability self-concept and subjective task value (STV) in secondary school and university major choice. We used two German longitudinal data sets from different cohorts with data collection in 12th grade and 2 years after high school graduation (Study 1: N = 2,207, Study 2: N = 1,710). Dimensional and social comparisons predicted students’ self-concept and domain-specific STV in school: Individual achievement was positively related to ability self-concept and STV in the corresponding domain and negatively related in the noncorresponding domain. School-level mean achievement was negatively related to ability self-concept and STV in the corresponding domain. Dimensional comparisons were directly related to university major choice, social comparisons were only indirectly related.

Purpose The purpose of this paper is to elaborate the picture of the motivators for information seeking by comparing two cognitive psychological approaches to motivation: self-determination theory (SDT) and expectancy-value theories (EVTs). Design/methodology/approach The study draws on the conceptual analysis of 31 key investigations characterizing the nature of the above theories. Their potential is examined in light of an illustrative example of seeking information about job opportunities. Findings SDT approaches motivation by examining the degree to which one can make volitional choices while meeting the needs of autonomy and competence. Information-seeking behaviour is most volitional when it is driven by intrinsic motivation, while such behaviours driven by extrinsic motivation and amotivation are less volitional. Modern EVTs approach the motivators for information seeking by examining the individual’s beliefs related to intrinsic enjoyment, attainment value, utility value and relative cost of information seeking. Both theories provide useful alternatives to traditional concepts such as information need in the study of the motivators for information seeking. Research limitations/implications As the study focusses on two cognitive psychological theories, the findings cannot be generalised to all represent all categories relevant to the characterisation of triggers and drivers of information seeking. Originality/value Drawing on the comparison of two cognitive psychological theories, the study goes beyond the traditional research approaches of information behaviour research confined to the analysis of information needs.

In their recently renamed theory, situated expectancy-value theory (SEVT), Eccles and Wigfield (2020) emphasized the importance of situations in influencing individuals’ motivational beliefs and academic choices. Adopting a novel approach—network analysis—this study aimed to examine how situations may impact the associations among expectancies, subjective task values, and achievement from a holistic perspective. In this study, situations were operationalized as grade levels (i.e., 6th –9th grade), subject domains (i.e., language arts and math), and countries (i.e., Finland and Germany). Adolescents from Finland (N = 4,062) and Germany (N = 449) were included in the study. Results showed that, overall, the networks are mostly subject bound, yearly varied, and country specific, supporting the situative nature of SEVT. We also found that expectancies were consistently the closest motivational beliefs to achievement, whereas utility values were the least close, implying that expectancies, not utility, might be the most desirable intervention targets for achievement improvement.

Institutional websites are powerful tools that communicate wide range of information. Providing access to higher education requires institutions to consider how services are communicated with a goal of engaging students from diverse populations. This study utilized a conceptual content analysis to review university and college websites to determine how information about support services for first-generation students is electronically communicated. The researchers constructed an evaluative study to assess 14 institutions to formulate a critique and extend the work of Eccles’s expectancy-value theory (1984), which suggests that achievement-related choices are motivated by students’ expectations for success. The results of this study found salient factors to indicate that institutions sought to provide support for first-generation students, but relevant information was not always explicitly conveyed on websites, particularly in ways most likely to engage diverse populations.

Purpose The purpose of this paper is to analyse site managers’ ICT preferences for monitoring resource use in refurbishment projects. Design/methodology/approach Information and communication technologies (ICT) developments for the construction industry are increasing the scope for more efficient planning and monitoring of refurbishment projects. The analysis is based on the unified theory of acceptance and the use of technology model. After a short initial survey, a Swedish web/postal questionnaire has received 78 responses from refurbishment site managers, implying a 34 per cent response rate. Findings Managerial choices related to ICT depend more on perceived performance expectancy than on effort expectancy. Large projects and larger firms are associated with more extensive ICT use. Site managers see little need to link to refurbishment clients’ ICT systems. Performance expectancy and age are found to influence ICT choices. Practical implications Site managers play a crucial role in everyday use of ICT tools in the construction industry. The outcome of this investigation is useful for developing digital support, including applications of building information modelling, to improve refurbishment site practices. Originality/value Much has been written about ICT support for new construction practices, but not much attention has been paid to refurbishment site managers’ media choices.

Implicit stereotypes associating science with male might play a role in the development of gender differences in students’ motivations for physical science. Particularly, the stereotypes of influential adults may induce students’ regulatory foci and subsequently their motivational beliefs. Drawing on expectancy-value theory, this study investigated whether teachers’ implicit science-is-male stereotypes predict between-teacher variation in males’ and females’ motivational beliefs regarding physical science. Results showed that teachers’ implicit science-is-male stereotypes are positively related with males’ self-concept and intrinsic value but negatively associated with females’ motivational beliefs. The findings of this study corroborate the notion that teachers’ implicit stereotypes can contribute to gender differences in motivational beliefs and probably also to gendered educational choices.

Purpose Internships play an important role in the choices engineering students make about future career pathways though there is little research about the messaging students receive regarding internships from academics. This messaging is important because it can contribute to the expectations students set for internships which in turn influences the interpretation of the experience and sense of appropriateness of that particular career pathway. Situated in Expectancy X Value theory, the purpose of this paper is to examine the beliefs and behaviors of the academics with whom engineering students interact as related to internship experiences. Design/methodology/approach The authors conducted and analyzed interviews with 13 career center employees and 14 academic advisers/faculty members across six demographically and geographically diverse schools. Interviews were coded, and within and across case patterns developed. Findings Across all six schools, interview participants believe internships are important for students with regard to three areas: enabling career discovery, providing opportunities for development of career skills and helping students with full-time job acquisition. However, participants describe few direct actions associated with these beliefs. The lack of recommended actions for making the most of the internship experience, despite a strong belief in their importance, is a major finding of this paper. Originality/value This study is original in that it examines an important perspective that is not often a focus of research related to internships: academic advisors, faculty or career center personnel. The multi-institution sample enhances the value of the study as commonalities were seen despite variation in schools, enabling recommendations useful to a variety of contexts.

The goal of the research was to explore the role of motivation, gender roles and stereotypes in the explanation of students’ educational outcomes in a stereotypically male educational domain: physics. Eccles and colleagues’ expectancy-value model was used as a theoretical framework for the research. The research sample included 736 grammar school students from Zagreb, Croatia. The variables explored were expectancy of success, selfconcept of ability and subjective task values of physics, gender roles and stereotypes, and educational outcomes: academic achievement in physics, intention to choose physics at the high school leaving exam, and intention to choose a technical sciences university course. The results showed that girls had a lower self-concept of ability and lower expectancies of success in physics compared to boys, in spite of their higher physics school grades. Hierarchical regression analyses showedthat self-concept of physics ability was the strongest predictor of physics school grades, whereas the utility value of physics was the key predictor of educational intentions for both genders. Expectancy of success was one of the key predictors of girls’ educational intentions, as well. Endorsement of a typically masculine gender role predicted girls’ and boys’ stronger intentions to choose a stereotypically male educational domain, whereas acceptance of the stereotype about the poorer talent of women in technical sciences occupations predicted girls’ lower educational outcomes related to physics. The practical implication of the research is the need to create gender-sensitive intervention programmes aimed at deconstructing the gender stereotypes and traditional gender roles that restrain students from choosing gender-non-stereotypical careers.

This study investigated whether motivational beliefs (expectancy of success and value in research and practice related tasks) among master students predict the achievement related choices for graduation (thesis or non-thesis) and examined the likelihood of those motivational beliefs in thesis and non-thesis preferring group. Participants studied in various master programs of two universities in Cambodia completed the questionnaires about their expectancy of success and values toward research and practice related tasks and preferences of graduation. Results of logistic regression analysis revealed that, among the motivational beliefs, only cost in research indicated a significant predictor of graduation preferences (p = .003). Furthermore, the associated likelihood of thesis preferring group was anchored at students who have higher positive beliefs on cost in research (ß = 2.386, p = .003, Exp (ß) = 10.867, Odd = 986.9), interest in research (ß = .933, p = .431, Exp (ß) = 2.542, Odd = 154.2), utility in practice (ß = .835, p = .226, Exp (ß) = 2.306, Odd = 130.6), and attainment in research (ß = .218, p = .699, Exp (ß) = 1.243, Odd = 24.3) although the rest of expectancy-values components was not completely discriminated in its membership model. Implications of the findings to graduate programs and future direction are discussed.

This study examined sex differences and age-related changes in mathematics based on Eccles's 1985 expectancy-value model of “achievement-related choices” and Dweck's 1986 motivation-process model. We have assessed motivational variables and performance in mathematics for youth in Grades 5, 7, and 9 in a German comprehensive secondary school. Significant sex differences in Grades 7 and 9 were observed even when school marks were controlled for. Furthermore, the results indicated differences between Grade 7 and Grade 9 on most of the motivational variables. Older students show a less favorable motivational pattern. Our results give evidence of the importance of motivational encouragement in mathematics classes, especially for girls and low achieving learners.

Examining how teachers’ beliefs and behaviors predict students’ motivation and achievement outcomes in physical education is an area of increasing research interest. Guided by the expectancy-value model and self-determination theory, the major purpose of this study was to examine the predictive strength of teachers’ autonomy, competence, and relatedness support toward students’ expectancy-related beliefs, subjective task values, concentration, and persistence/effort in physical education. Participants were 273 middle school students (143 girls, 130 boys) enrolled in a southeastern suburban public school. They completed previously validated questionnaires assessing their perceived teachers’ support for autonomy, competence, and relatedness, expectancy-related beliefs, subjective task values, concentration, and self-reported persistence/effort during their regular classes. The results highlight the importance of teachers’ competence support and autonomy support in fostering students’ motivational constructs and achievement outcomes in physical education. The findings demonstrate that a supportive environment and high levels of expectancy-related beliefs and subjective task values are positively associated with students’ achievement outcomes in physical education.

We tested a model that integrates academic delay of gratification with Expectancy Value Theory to predict achievement in an undergraduate psychology and nursing statistics class at a metropolitan university in the southeastern United States. We analyzed measurements (n = 163: 80.4% female) of past performance, academic delay of gratification, effort, value, affect, and cognitive competence with students’ final exam score. The path model analyzed explained 14.9% of the variance in scores. Past performance inmathematics and student effort had direct effects on grades and all expectancy value theory constructs, as well as academic delay of gratification, were indirectly related to grades. We present details of our analysis and discuss theoretical and pedagogical implications of this study. First published June 2020 at Statistics Education Research Journal Archives

Using achievement goal theory and the expectancy-value model of achievement choice as theoretical frameworks, this study examined relationships between parents’ beliefs and their children’s motivation in an elementary physical education running program. Participants included 102 parents and their children (49 boys; 53 girls) in the third and fourth grades. The parents completed questionnaires assessing their achievement goals, competence beliefs, task values, and gender stereotypic beliefs about running. Children’s persistence/effort was assessed by the number of laps run/walked over the year-long running program. Performance was measured by the timed mile run. Results indicated that only parents’ competence/value beliefs were predictive of their children’s persistence/effort and mile run performance. Gender stereotypic beliefs influenced achievement goals the parents adopted for their children. Findings provided empirical support for the importance of parental beliefs for children’s motivation in physical activity.

The aim of the study was to explore pre-service primary school teachers' motivational beliefs about mathematics in the light of the expectancy-value theory. We wanted to find out to what extent the motivational beliefs of pre-service teachers are related to their previous experiences in mathematics and to their engagement in learning mathematics and mathematics anxiety. The participants were 237 pre-service primary school teachers in their first year of study. They completed a mathematics exam and a questionnaire on their motivational beliefs (self-efficacy and subjective value), previous experiences in mathematics (level of high school math program, mathematics competencies, epistemic beliefs and achievement goals during high school), engagement and mathematics anxiety. The results of hierarchical regression analyses show that previous experiences with mathematics are important predictors of self-efficacy and subjective value. Furthermore, motivational beliefs are significant predictors of the pre-service teachers' engagement in learning mathematics and mathematics anxiety, along with their previous experiences with mathematics. The results are in line with the expectancy- -value theory and indicate that it is important to foster the development of adaptive beliefs about mathematics during the initial education of pre-service teachers.

Many factors influence the value to a farmer of monitoring a sustainability indicator. Based on an economic model, a survey of farmers and data on actual farmer monitoring of piezometers, a number of important insights are obtained, including the ones listed below. The value of monitoring indicators will vary by issue, by indicator, by region and by farm. In many cases, the value of continuing to monitor would fall over time as knowledge and understanding increase. For this reason, even successful programs to promote monitoring by farmers may have a limited life expectancy. If monitoring an indicator is to be valuable to a farmer, the indicator must be related to management options which make a difference in achieving the farmer's objectives. However, if the achievement of objectives is very sensitive to management choices, the optimal choice may be so obvious that there is little value in collecting further information about it. The greater the current level of uncertainty about a variable, the greater is the value of monitoring that variable, provided that monitoring does lead to reductions in uncertainty. The greater the degree of uncertainty about the consequences of different management strategies, the lower will be the value of a related indicator. It is not possible to conclude that monitoring indicators is, in general, a good thing.

With the fast progress of technology and the vast amount of research papers related to technology integration in education being published yearly, a study that reviews models used in these papers is needed. Therefore, this paper (1) reviewed and analysed theoretical frameworks with models used for integration of technology in classrooms, (2) reviewed studies that discussed the impact of technology integration on students’ learning capabilities, and (3) discussed the importance of preparing teachers to effectively integrate technology in teaching. The models reviewed were: Teacher Thoughts and Action Process (TTAP), Theory of Planned Behavior, Expectancy-Value Theory of Achievement Motivation (EVAM), Substitution Augmentation Modification Redefinition (SAMR), Technology Acceptance (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), and Technological Pedagogical and Content Knowledge (TPACK).

Drawing on Eccles’ expectancy-value model of achievement-related choices, we examined the personal aptitudes and motivational beliefs at 12th grade that move individuals toward or away from science, technology, engineering, and mathematics (STEM) occupations at age 29. In the first set of analyses, occupational and lifestyle values, math ability self-concepts, family demographics, and high school course-taking more strongly predicted both individual and gender differences in the likelihood of entering STEM careers than math scores on the Differential Aptitude Test. In the second set of analyses, individual and gender differences in career decisions within STEM disciplines (health, biological, and medical sciences (HBMS) versus mathematics, physical, engineering, and computer sciences (MPECS)) were best predicted by occupational values (i.e. preferences for work that were people oriented and altruistic predicted entrance into HBMS instead of MPECS careers). Females were less likely to hold the beliefs that predicted selection of STEM in general, but those who did choose STEM were more likely to select HBMS than MPECS. One Sentence Summary: Gender differences in selecting STEM related and health, biological, and medical occupations result primarily from gender differences in occupational and lifestyle values.

Do kindergarten-aged children associate scientists with intelligence? Do they hold gender stereotypes about these topics? What is related to these stereotypes? Do they affect children’s choice of activity? This study asked 48 kindergarteners to choose “the smart one” or “the scientist” out of gender-balanced arrays. Both genders showed positive in-group biases, but girls did not relate the two concepts. Girls were also more willing to engage in activities for “smart” children, rather than for “little scientists.” Parental occupation had same-gender effects on each gender’s stereotypes about intelligence, but no cross-gender effects. Findings are analyzed using expectancy-value theory as a framework.

In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students’ personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math–Biology Values Instrument (MBVI), an 11-item college-level self-­report instrument grounded in expectancy-value theory, to measure life science students’ interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student’s value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math–biology values and understand how math–biology values are related to students’ achievement and decisions to pursue more advanced quantitative-based courses.

The interrelationships between motivation for choosing a program of study, intention to access academic advisors, academic difficulty, and actual appointments with academic advisors were based on student self-reports of motivation and intentions. In addition, academic achievement measures and data on student access to academic advisors were obtained. Motivation level at the beginning of enrollment and academic difficulty at the end of the semester were not significantly related to intended or actual appointments with academic advisors. However, subtle trends indicate that students with higher levels of motivation, including those in academic difficulty, saw academic advisors more than did their less motivated peers. Notions of expectancy value, self-worth, goal orientation, and self-concept were the theoretical frameworks used in the analysis. Relative Emphasis: research, theory, practice

Background Smartphone fitness apps are considered promising tools for promoting physical activity and health. However, it is unclear which user-perceived factors and app features encourage users to download apps with the intention of being physically active. Objective Building on the second version of the Unified Theory of Acceptance and Use of Technology, this study aims to examine the association of the seven determinants of the second version of the Unified Theory of Acceptance and Use of Technology with the app usage intentions of the individuals and their behavioral intentions of being physically active as well as the moderating effects of different smartphone fitness app features (ie, education, motivation, and gamification related) and individual differences (ie, age, gender, and experience) on these intentions. Methods Data from 839 US residents who reported having used at least one smartphone fitness app were collected via a web-based survey. A confirmatory factor analysis was performed, and path modeling was used to test the hypotheses and explore the influence of moderators on structural relationships. Results The determinants explain 76% of the variance in the behavioral intention to use fitness apps. Habit (β=.42; P<.001), performance expectancy (β=.36; P<.001), facilitating conditions (β=.15; P<.001), price value (β=.13; P<.001), and effort expectancy (β=.09; P=.04) were positively related to behavioral intention to use fitness apps, whereas social influence and hedonic motivation were nonsignificant predictors. Behavioral intentions to use fitness apps were positively related to intentions of being physically active (β=.12; P<.001; R2=0.02). Education-related app features moderated the association between performance expectancy and habit and app usage intentions; motivation-related features moderated the association of performance expectancy, facilitating conditions, and habit with usage intentions; and gamification-related features moderated the association between hedonic motivation and usage intentions. Age moderated the association between effort expectancy and usage intentions, and gender moderated the association between performance expectancy and habit and usage intentions. User experience was a nonsignificant moderator. Follow-up tests were used to describe the nature of significant interaction effects. Conclusions This study identifies the drivers of the use of fitness apps. Smartphone app features should be designed to increase the likelihood of app usage, and hence physical activity, by supporting users in achieving their goals and facilitating habit formation. Target group–specific preferences for education-, motivation-, and gamification-related app features, as well as age and gender differences, should be considered. Performance expectancy had a high predictive power for intended usage for male (vs female) users who appreciated motivation-related features. Thus, apps targeting these user groups should focus on goal achievement–related features (eg, goal setting and monitoring). Future research could examine the mechanisms of these moderation effects and their long-term influence on physical activity.

People forget what they do not use. But attitudes “stick.” Our article emphasizes the importance of students’ attitudes toward statistics. We examine 15 surveys that purport to assess these attitudes and then describe the Survey of Attitudes Toward Statistics, a commonly used attitude survey. We present our conceptual model of Students’ Attitudes Toward Statistics (SATS-M), which is congruent with Eccles and colleagues’ Expectancy-Value Theory (Eccles’ EVT), as well as others. The SATS-M includes three broad constructs that impact Statistics Course Outcomes: Student Characteristics, Previous Achievement-Related Experiences, and Statistics Attitudes. We briefly describe Eccles’ EVT and other theories that support our SATS-M. We relate findings from research using the SATS to our model and end with implications for statistics education. First published November 2012 at Statistics Education Research Journal: Archives

Transportation uses a significant amount of energy and burns most of the world energy consumers. As a result, it gives effect to the environment, such as air pollution in the forms of carbon dioxide, carbon monoxide, nitrogen oxide, hydrocarbons or volatile organic compounds, and particulate matter. Those compounds contribute a phenomenon called global warming. Within the transportation sector, road transport is the largest contributor to global warming. To cope with global warming, environmental regulations in developed countries are trying to reduce the individual vehicle's emissions. However, this has been counterbalanced by an increase in the number of vehicles and increased use of each vehicle. Therefore, micro-mobility may alleviate several challenges facing big cities today and offer more sustainable urban transportation. This research utilizes the framework of the UTAUT2 to identify and build a quantitative approach to identify factors related to the purchase intention factors of e-scooter sharing. The 200 respondents' field data were collected in Jakarta Metropolitan Area (Jabodetabek) as a rapid increase in pollution level. The linear regression study revealed that the consumers' purchase intention of e-scooter sharing is shaped by seven main factors: performance expectancy, effort expectancy, social influence, facilitating condition, hedonic motivation, price value, and habit. Those factors can explain 81 percent of the field data. Moreover, a brief recommendation for related stakeholders based on the research result is proposed to increase the adoption of e-scooter sharing. The practical implication resulted from this analysis are suggested policy measures the e-scooter sharing environmentally impact potency and strengthening circular economy as a part of green economy achievement in the communities.

Women and students of marginalized race/ethnicity continue to be underrepresented in many science and engineering fields, and access to special programs, mentors, and internships may influence awareness, intention, and persistence in STEM fields. This mixed-methods case study investigated the experiences, beliefs, and career intentions of thirteen undergraduate students from historically underrepresented groups in the United States as they engaged in a federally funded grant program, “Sustainable Futures”. The program consisted of online courses, workshops, and a summer internship, intended to increase awareness, interest, and diverse participation in bioeconomy-related industries. The expectancy-value theory of achievement motivation theoretical framework guided this investigation of students’ changes in beliefs about bioproducts, bioenergy, the bioeconomy, and their career intentions. Program courses helped students develop skills and knowledge and program internships inspired and reinforced their career directions. Following program activities, students expressed greater intention to pursue bioproduct/bioenergy-related careers and articulated their career intentions with greater specificity. This study provides insight into the viability of focused academic and professional development programs as a practical method to promote students’ awareness, beliefs, and intentions to participate in careers in a sustainable bioeconomy, particularly across diverse populations.

A Review of: Immroth, Barbara and W. Bernard Lukenbill. “Teacher-School Library Media Specialist Collaboration through Social Marketing Strategies: An Information Behavior Study.” School Library Media Research 10 (2007). 22 April 2008 . Objective - The study attempted to apply the strategies of social marketing theory to collaboration between school librarians and teachers. Design - Based on the 1972 theory of social marketing by Zaltman, Kotler and Kaufman, a cohort of students in a graduate-level practicum established a collaborative unit with selected teachers within their school. In addition, two focus groups were conducted in alternate schools to gauge the overall attitudes of teachers toward collaboration with school librarians. Subjects - Students (student librarians) in a graduate-level certification class for Texas school librarians, and both teachers and librarians in host schools/districts for the graduate students’ practicum experiences Methods - Researchers used qualitative approaches, both case study and focus groups, to gather data about the collaborative interactions between teachers and school librarians. The interactions were designed using the social marketing AIDA model (Attention, Interest, Desire, and Action). Social marketing, based on models of commercial marketing, assumes that social goodwill is a motivator for establishing interactions between groups – or selling a service that is for the greater good. Students in a graduate-level practicum were instructed to develop a strategy based on the AIDA model to elicit and carry out a collaborative unit with teachers in their host schools. They were given specific guidelines by the principal investigators that included: • Instructions for designing announcements, leaflets, and conferences as marketing strategies • Instructional unit designs for subject content and information literacy skills • Incentive payments of $200 to be used for library resources as an incentive to collaborate. • The steps to engaging in the collaborative process • Procedural guidelines for taking field notes, unobtrusive observations and informal evidence. Summative evaluation was based on a reflective journaling exercise by both student librarian and teacher. Measurements and recordings were analysed using accepted case study methods. Main Results - Social Marketing Model The researchers evaluated the study in each of the four aspects of the Social Marketing Model. Attention (A) – Gaining Attention and Convincing. Efforts to gain attention through student choices of flyers to teachers were not successful. E-mail announcements were more effective, but it appeared that direct librarian-teacher contact was the most effective. The monetary incentive also did not appear to have an effect on response rate. Host librarians did make suggestions regarding the appropriateness of when and how to distribute the flyers in some cases. Researchers concluded that perhaps such a straightforward advertising approach did not fit in the established relationships, and may be a better choice for new librarians who are establishing their presence in schools. Interest (I) -- Promoting Interest in Services and/or Products Researchers noted that initial strategies did not promote interest in the field study project. Teachers cited time and test–related curriculum restraints, and viewed the project as an “extra” responsibility. The researchers note the need to establish the value of the collaborative instruction to long-term goals for both teachers and librarians. The focus groups showed more interest in collaboration, and an awareness of the value of librarians’ collaboration in promoting effective teaching and improving student achievement. Desire (D) and Action (A) – Recognizing Values and Taking Action. Field test responses did not reflect desire on the part of teachers to collaborate with student librarians. Only two teachers responded directly to the advertisement. The offer of monetary incentive ($200 in library supplies) also did not appear to increase motivation of teachers to participate. Results after the field test showed that overall, teachers gained an appreciation of the value of collaboration with school librarians, and indicated they would be open to future projects. Action Process themes of successful marketing campaigns were evident in the results of the study and benefits in being exposed to new resources and information approaches were reported by teachers. The concept of territoriality of teachers, and how much authority is shared with librarians in a collaborative setting, was an aspect not explored by the study, although indications from both the field test and the focus groups showed that the perception of the competency of the student librarian, and the teacher’s personal approach (structured vs. more relaxed) affected the release of teaching authority. The librarian bringing ideas, concepts and directions to teachers can enhance collaboration. Opportunities to collaborate based on objectives of state-mandated exams to develop specific skills can also foster collaboration. Main Results - Collaborative Research This project reflected much of the earlier research in collaboration and added data to support the importance of the findings of the landmark Mettessich and Monsey (1972) study of collaboration. Shared interest, mutual trust, flexibility, adaptability and clear roles and policies were all reflected as needs in the current study. In addition, clear communication, shared goals and purposes and the need to have leadership from the school librarians in establishing collaborative interactions was reiterated. Predictive behaviour of teachers toward collaboration included time and overall commitments to other teaching responsibilities. Confidence in the skills and knowledge of the librarian also affected the teachers’ willingness to collaborate. Conclusions - Social exchange theory and community psychology were cited by the researchers as two theoretical concepts that affected the design and interpretation of data. They suggest that these two strategies may be most helpful in situations that have less than optimal environments for collaboration, where librarians have not been successful, or are not considered equal to the tasks.

AbstractThe utility value of an academic task can affect university students’ learning behavior and career choices. For collectivistic-oriented students, learning and career goals also matter to their families. Following expectancy-value theory, we assumed that families’ achievement-related expectations would affect collectivistic-oriented students’ utility value. We conducted a survey study with 154 international university students in Germany. We found a significant mediation effect of students’ distal utility value of their university coursework on the relationship between students’ collectivism, learning goal orientation, and motivation to follow family-oriented distal career goals, respectively. Practical implications for career counselors and university teachers are discussed.

AbstractEmotions and motivation are important for learning and achievement in mathematics. In this paper, we present an overview of research on students’ emotions and motivation in mathematics. First, we briefly review how early research has developed into the current state-of-the-art and outline the following key characteristics of emotions and motivation: objects, valence, temporal stability (vs. variability), and situational specificity (vs. generality). Second, we summarize major theories in the field (the control-value theory of achievement emotions, expectancy-value theory of achievement-related motivation, self-determination theory of human motivation, and social-cognitive theory of self-efficacy). Third, we present an overview of instructional characteristics that have been shown to foster emotions and motivation. Fourth, we provide an overview of the contributions to the special issue on “Emotions and Motivation in Mathematics Education and Educational Psychology.” Finally, we suggest directions for future research in the field with respect to advancing theory, improving measurement, and considering diversity and inclusion.

Family socioeconomic status (SES) has a significant influence on children’s academic success and is related to parents’ attitudes toward education. Moreover, according to the expectancy-value theory, parental expectations are linked to their children’s perceptions of school, which, in turn, influences the way their children invest themselves in education. In this study, we aimed to test a part of the theorical expectancy-value family socialization model that links family SES and parental expectations and explore their influences on children’s mathematics self-concept and achievement. This study was conducted in the Chilean context, which is characterized by strong neoliberal educational policies that induce a strong relationship between family economic resources and children’s educational trajectories. We utilized a longitudinal design, and our study sample ( N = 157,814 Chilean students) came from a national assessment that was conducted from 2007 to 2013 when students were in their 4th, 8th, and 10th grades. Our results showed that, while controlling for children’s previous mathematics achievement, their final mathematics achievement was influenced by children’s mathematics self-concept, the family socioeconomic and educational context, and parental expectations regarding their children’s academic achievement. Our findings also highlighted that Chilean parents base their expectations on parents’ capacity to support their children’s education as much as on their children’s previous academic achievement.

Abstract The correlation between motivational beliefs and foreign language learning has been widely explored. However, there has been little investigation of this link among learners with different foreign language levels. Based on expectancy-value theory (EVT), this research examined the association between motivational beliefs and English achievement of 11,854 Chinese secondary students. Data were collected using students’ self-reported English self-efficacy, intrinsic value, utility value, and English achievement test. The results of ANOVA showed that self-efficacy, intrinsic value, and utility value of high-achieving English learners were significantly higher than that of medium-achieving ones, followed by low-achieving ones. Multiple regression analysis demonstrated that after controlling for socioeconomic status and gender, intrinsic value was most correlated with high- and medium-achieving learners’ English achievement, followed by self-efficacy, while utility value was not significantly associated with English achievement of the two groups. In addition, utility value was most strongly related with low-achieving learners’ English achievement, followed by intrinsic value, but self-efficacy was not positively linked with their English achievement. These findings not only extend EVT and validate the situative perspective of motivation research, but also have practical implications for foreign language education.

PurposeThis study explores enablers that firms could use to motivate consumers toward responsible consumption behavior. Completing the loop of responsible consumption – linking firms and consumers –helps firms to attain responsible consumption targets as part of the sustainable development goals (SDGs).Design/methodology/approachThe study uses netnography as the qualitative research methodology.FindingsThe important enablers of responsible consumption behavior are choice editing, design intervention, addressing consumers' environmental identity, brand assurance, promoting innovation mindset and consumer empowerment – at the level of consumers and at the crosslevel of interaction between firms and consumers. Such enablers can help the firms in nudging their consumers toward responsible consumption.Research limitations/implicationsUsing the lens of the expectancy–value theory of achievement motivation, this study extends the theoretical domain of responsible consumption.Practical implicationsThe enablers of responsible consumption behaviors found here serve as a useful guide for the strategies to attain the SDGs.Social implicationsThe SDG goal 12 of responsible consumption is the focus of this study. The entire fabric of responsible consumption is woven around anthropocentric views, and hence the findings of this study have clear social implications.Originality/valueThis is a first study to explore how firms can facilitate consumers to consume responsibly, to attain the SDGs. This is also one of the first studies on responsible consumption, using netnography as the research methodology. Additionally, it also extends the applicability of the expectancy–value theory of achievement motivation to the context of responsible consumption behavior.

To explore how the threat of prejudice can interfere with a learner’s ability beliefs, expectancies of success and subjective task value 165 Métis post-secondary students were asked to consider themselves applying for a job with a non-Indigenous employer. Participants were grouped into high and low Métis identifiers and then placed into one of three groups: (1) Employer-prejudiced, (2) Employer non-prejudiced, and (3) Employer’s attitudes about Indigenous peoples unknown. A 2x3 Analysis of Variance (ANOVA) was used to examine the relationship between Métis identity (high/low) and five concepts: (1) expectations about being hired, (2) value placed on being hired, (3) learners’ beliefs about the mock employer’s integrity, (4) the extent to which learner’s held negative over-generalized negative beliefs about non-Indigenous people, and (5) actual task performance. Although there were no interaction effects a number of main effects are reported. While students with a stronger sense of Métis identity reported more overall optimism about being hired that those learners with a weaker sense of Métis identity, they nevertheless reported less motivation to perform an assigned task to the best of their respective abilities. Students in the prejudiced condition reported lower expectations about being hired and less motivation to perform the assigned task to the best of their ability. Students in the prejudiced condition also reported stronger negative generalized beliefs about both the mock employer and non-Indigenous people in general. Although the students in the prejudiced condition reported less motivation to exert high effort on the assigned task, their actual performance on the task was not related to whether or not the hypothetical employer was described as prejudiced, non-prejudiced, or neither about Indigenous peoples. Future studies should explore how one’s sense of Métis identity and other minority group identity can influence reactions to a threatening academic environment and suppress academic motivation.

Background: First-generation (FG) college students have been a popular subpopulation to study within educational literature as these students experience many unique challenges in their academic careers causing them to drop out within their first year. This gives courses with high first-time freshman numbers such as introductory psychology courses a unique opportunity to reach many of these students. Objective: The purpose of this study is to examine new perspectives of FG students that may further explain hindrances to retention and achievement. Method: One hundred and ninety-three undergraduate students in an introductory psychology course completed surveys on task values in reference to psychology content at three different time points across the semester. Students’ exam scores were also reported as a measurement of academic achievement. Results: Analyses showed that FG college students reported higher levels of cost value and growth in cost value across the semester compared to non-FG college students. Conclusion: FG college students experience academic challenges that may be related to their valuing of their educative experience in psychology courses. Teaching Implications: Educators should actively attempt to alleviate academic obstacles facing FG college students by increasing access to the professor, ease of access to help, and assignment clarity.

Transportation uses a significant amount of energy and burns most of the world's petroleum. As a result, it gives effect to the environment, such as air pollution in the forms of carbon dioxide, nitrous oxide, and particulates. Those compounds create a phenomenon called global warming. Within the transportation sector, road transport is the largest contributor to global warming. To cope with global warming, environmental regulations in developed countries are trying to reduce the individual vehicle's emissions. However, this has been counterbalanced by an increase in the number of vehicles and increased use of each vehicle. Therefore, micro-mobility may alleviate several challenges facing big cities today and offer more sustainable urban transportation. In the next ten years, e-scooter sharing is predicted to become an international business as its potential to become a multi-billion dollar industry (Purnomo Yusgiantoro, 2019). E-scooter sharing has seen a massive leap in popularity within the last few years because, on the surface, it appears to be a business model that is here to stay and, most importantly, has become a solution in creating a greener environment and economy. This research utilizes the framework of the UTAUT2 to identify and build a quantitative approach to identify factors related to the purchase intention factors of e-scooter sharing. The 200 respondents' field data were collected in Jakarta Metropolitan Area (Jabodetabek) as a rapid increase in pollution level and a considerable number of essentials of the central business district and many high-rises stores and universities. The linear regression study revealed that the consumers' purchase intention of e-scooter sharing is shaped by seven main factors: performance expectancy, effort expectancy, social influence, facilitating condition, hedonic motivation, price value, and habit. Those factors can explain 83 percent of the field data. Moreover, a brief recommendation for related stakeholders based on the Research results are proposed to increase the adoption of e-scooter sharing. The practical implications resulting from this analysis are suggested policy measures, e-scooter sharing, environmentally impact potency and strengthening green economy achievement in the communities. Keywords : E-Scooter Sharing, Green Economy, Linear Regression, Purchase Intention

Purpose This paper aims to investigate whether paid work activity (PWA) experience of students from five emerging economies is related to academic results and self-assessment of possessed entrepreneurial traits. Additionally, the authors verify the relationship between obtaining work experience and the willingness to start own business among students. Design/methodology/approach Participants included 3,631 students of the first level of higher education at six universities in five countries (Bulgaria, Latvia, Lithuania, Poland and Ukraine). A survey questionnaire was used which included questions on the previous work experience, paid work during university studies, the assessment of competencies related to entrepreneurship and the assessment of the desirability of entrepreneurship as a career choice. Findings Findings indicate that students who engaged in PWA before studies are more likely to do it during studies. PWA during studies is related to perceiving oneself as a worse-performing student, but also to the perception of oneself as an entrepreneurial person. No such relationship was found for the PWA experience before entering the university. It was also found that students are likely to start their businesses after obtaining work experience. Practical implications Practical implications pertain to the role of the contemporary academic institutions that should consider their approach to enabling students’ PWA and teaching them how to engage in it for the benefit of their own and the societies to which they belong. It is argued that it may be particularly essential in emerging economies. Originality/value The correlates of PWA of students have been underexplored. This paper allows broadening the current understanding of this phenomenon. The authors investigated its relationship with feeling entrepreneurial and academic achievements among young people from five emerging economies, which provides valuable insights for policymakers and educational institutions. It is argued that such insights may be particularly essential in emerging economies. Additionally, the authors contribute to advancing two theories that have not been extensively used in the entrepreneurial context: expectancy theory and social learning theory of career development.

AbstractAlthough apprenticeships ease the school-to-work transition for youth, many apprentices seriously consider dropping out. While associated with noncompletions, dropout considerations are important to study in their own right, because they reflect a negative quality of apprenticeship experience and can impact apprentices’ quality of learning and engagement. Few studies have addressed apprentices’ dropout considerations using comprehensive theoretical frameworks. To address this gap, this study examined how apprentices’ interest and anxiety growth trajectories predicted dropout considerations and associated with perceived resources and demands, grounded in expectancy-value theory (EVT) and the job demands-resources (JD-R) model. Australian apprentices (N = 2387) were surveyed at 6-month intervals utilising an accelerated longitudinal design, on their workplace interest and anxiety, job-related resources (role model, timing of choice, employer teaching, expertise, job security, and training wages) and demands (lack of information, career indecision, and excessive work). Latent growth models (LGM) within a structural equation modelling framework showed apprentices began with high interest which declined over time, and low anxiety which increased in the latter half of their first year until the end of their second year. Apprentices’ dropout considerations were predicted by initial interest and anxiety levels (at the beginning of their apprenticeship), and by interest losses during their apprenticeship (but, not by increases in anxiety). Almost half the variance in interest and anxiety trajectories was explained by apprentices’ perceived resources and demands: resources had a greater effect on promoting interest than reducing anxiety, whereas demands were more important in exacerbating anxiety.

Background “The sense of taste,” write Nelson and colleagues in a 2002 issue of Nature, “provides animals with valuable information about the nature and quality of food. Mammals can recognize and respond to a diverse repertoire of chemical entities, including sugars, salts, acids and a wide range of toxic substances” (199). The authors go on to argue that several amino acids—the building blocks of proteins—taste delicious to humans and that “having a taste pathway dedicated to their detection probably had significant evolutionary implications”. They imply, but do not specify, that the evolutionary implications are positive. This may be the case with some amino acids, but contemporary tastes, and changes in them, are far from universally beneficial. Indeed, this article argues that modern food production shapes and distorts human taste with significant implications for health and wellbeing. Take the western taste for fried chipped potatoes, for example. According to Schlosser in Fast Food Nation, “In 1960, the typical American ate eighty-one pounds of fresh potatoes and about four pounds of frozen french fries. Today [2002] the typical American eats about forty-nine pounds of fresh potatoes every year—and more than thirty pounds of frozen french fries” (115). Nine-tenths of these chips are consumed in fast food restaurants which use mass-manufactured potato-based frozen products to provide this major “foodservice item” more quickly and cheaply than the equivalent dish prepared from raw ingredients. These choices, informed by human taste buds, have negative evolutionary implications, as does the apparently long-lasting consumer preference for fried goods cooked in trans-fats. “Numerous foods acquire their elastic properties (i.e., snap, mouth-feel, and hardness) from the colloidal fat crystal network comprised primarily of trans- and saturated fats. These hardstock fats contribute, along with numerous other factors, to the global epidemics related to metabolic syndrome and cardiovascular disease,” argues Michael A. Rogers (747). Policy makers and public health organisations continue to compare notes internationally about the best ways in which to persuade manufacturers and fast food purveyors to reduce the use of these trans-fats in their products (L’Abbé et al.), however, most manufacturers resist. Hank Cardello, a former fast food executive, argues that “many products are designed for ‘high hedonic value’, with carefully balanced combinations of salt, sugar and fat that, experience has shown, induce people to eat more” (quoted, Trivedi 41). Fortunately for the manufactured food industry, salt and sugar also help to preserve food, effectively prolonging the shelf life of pre-prepared and packaged goods. Physiological Factors As Glanz et al. discovered when surveying 2,967 adult Americans, “taste is the most important influence on their food choices, followed by cost” (1118). A person’s taste is to some extent an individual response to food stimuli, but the tongue’s taste buds respond to five basic categories of food: salty, sweet, sour, bitter, and umami. ‘Umami’ is a Japanese word indicating “delicious savoury taste” (Coughlan 11) and it is triggered by the amino acid glutamate. Japanese professor Kikunae Ikeda identified glutamate while investigating the taste of a particular seaweed which he believed was neither sweet, sour, bitter, or salty. When Ikeda combined the glutamate taste essence with sodium he formed the food additive sodium glutamate, which was patented in 1908 and subsequently went into commercial production (Japan Patent Office). Although individual, a person’s taste preferences are by no means fixed. There is ample evidence that people’s tastes are being distorted by modern food marketing practices that process foods to make them increasingly appealing to the average palate. In particular, this industrialisation of food promotes the growth of a snack market driven by salty and sugary foods, popularly constructed as posing a threat to health and wellbeing. “[E]xpanding waistlines [are] fuelled by a boom in fast food and a decline in physical activity” writes Stark, who reports upon the 2008 launch of a study into Australia’s future ‘fat bomb’. As Deborah Lupton notes, such reports were a particular feature of the mid 2000s when: intense concern about the ‘obesity epidemic’ intensified and peaked. Time magazine named 2004 ‘The Year of Obesity’. That year the World Health Organization’s Global Strategy on Diet, Physical Activity and Health was released and the [US] Centers for Disease Control predicted that a poor diet and lack of exercise would soon claim more lives than tobacco-related disease in the United States. (4) The American Heart Association recommends eating no more than 1500mg of salt per day (Hamzelou 11) but salt consumption in the USA averages more than twice this quantity, at 3500mg per day (Bernstein and Willett 1178). In the UK, a sustained campaign and public health-driven engagement with food manufacturers by CASH—Consensus Action on Salt and Health—resulted in a reduction of between 30 and 40 percent of added salt in processed foods between 2001 and 2011, with a knock-on 15 percent decline in the UK population’s salt intake overall. This is the largest reduction achieved by any developed nation (Brinsden et al.). “According to the [UK’s] National Institute for Health and Care Excellence (NICE), this will have reduced [UK] stroke and heart attack deaths by a minimum of 9,000 per year, with a saving in health care costs of at least £1.5bn a year” (MacGregor and Pombo). Whereas there has been some success over the past decade in reducing the amount of salt consumed, in the Western world the consumption of sugar continues to rise, as a graph cited in the New Scientist indicates (O’Callaghan). Regular warnings that sugar is associated with a range of health threats and delivers empty calories devoid of nutrition have failed to halt the increase in sugar consumption. Further, although some sugar is a natural product, processed foods tend to use a form invented in 1957: high-fructose corn syrup (HFCS). “HFCS is a gloopy solution of glucose and fructose” writes O’Callaghan, adding that it is “as sweet as table sugar but has typically been about 30% cheaper”. She cites Serge Ahmed, a French neuroscientist, as arguing that in a world of food sufficiency people do not need to consume more, so they need to be enticed to overeat by making food more pleasurable. Ahmed was part of a team that ran an experiment with cocaine-addicted rats, offering them a mutually exclusive choice between highly-sweetened water and cocaine: Our findings clearly indicate that intense sweetness can surpass cocaine reward, even in drug-sensitized and -addicted individuals. We speculate that the addictive potential of intense sweetness results from an inborn hypersensitivity to sweet tastants. In most mammals, including rats and humans, sweet receptors evolved in ancestral environments poor in sugars and are thus not adapted to high concentrations of sweet tastants. The supranormal stimulation of these receptors by sugar-rich diets, such as those now widely available in modern societies, would generate a supranormal reward signal in the brain, with the potential to override self-control mechanisms and thus lead to addiction. (Lenoir et al.) The Tongue and the Brain One of the implications of this research about the mammalian desire for sugar is that our taste for food is about more than how these foods actually taste in the mouth on our tongues. It is also about the neural response to the food we eat. The taste of French fries thus also includes that “snap, mouth-feel, and hardness” and the “colloidal fat crystal network” (Rogers, “Novel Structuring” 747). While there is no taste receptor for fats, these nutrients have important effects upon the brain. Wang et al. offered rats a highly fatty, but palatable, diet and allowed them to eat freely. 33 percent of the calories in the food were delivered via fat, compared with 21 percent in a normal diet. The animals almost doubled their usual calorific intake, both because the food had a 37 percent increased calorific content and also because the rats ate 47 percent more than was standard (2786). The research team discovered that in as little as three days the rats “had already lost almost all of their ability to respond to leptin” (Martindale 27). Leptin is a hormone that acts on the brain to communicate feelings of fullness, and is thus important in assisting animals to maintain a healthy body weight. The rats had also become insulin resistant. “Severe resistance to the metabolic effects of both leptin and insulin ensued after just 3 days of overfeeding” (Wang et al. 2786). Fast food restaurants typically offer highly palatable, high fat, high sugar, high salt, calorific foods which can deliver 130 percent of a day’s recommended fat intake, and almost a day’s worth of an adult man’s calories, in one meal. The impacts of maintaining such a diet over a comparatively short time-frame have been recorded in documentaries such as Super Size Me (Spurlock). The after effects of what we widely call “junk food” are also evident in rat studies. Neuroscientist Paul Kenny, who like Ahmed was investigating possible similarities between food- and cocaine-addicted rats, allowed his animals unlimited access to both rat ‘junk food’ and healthy food for rats. He then changed their diets. “The rats with unlimited access to junk food essentially went on a hunger strike. ‘It was as if they had become averse to healthy food’, says Kenny. It took two weeks before the animals began eating as much [healthy food] as those in the control group” (quoted, Trivedi 40). Developing a taste for certain food is consequently about much more than how they taste in the mouth; it constitutes an individual’s response to a mixture of taste, hormonal reactions and physiological changes. Choosing Health Glanz et al. conclude their study by commenting that “campaigns attempting to change people’s perception of the importance of nutrition will be interpreted in terms of existing values and beliefs. A more promising strategy might be to stress the good taste of healthful foods” (1126). Interestingly, this is the strategy already adopted by some health-focused cookbooks. I have 66 cookery books in my kitchen. None of ten books sampled from the five spaces in which these books are kept had ‘taste’ as an index entry, but three books had ‘taste’ in their titles: The Higher Taste, Taste of Life, and The Taste of Health. All three books seek to promote healthy eating, and they all date from the mid-1980s. It might be that taste is not mentioned in cookbook indexes because it is a sine qua non: a focus upon taste is so necessary and fundamental to a cookbook that it goes without saying. Yet, as the physiological evidence makes clear, what we find palatable is highly mutable, varying between people, and capable of changing significantly in comparatively short periods of time. The good news from the research studies is that the changes wrought by high salt, high sugar, high fat diets need not be permanent. Luciano Rossetti, one of the authors on Wang et al’s paper, told Martindale that the physiological changes are reversible, but added a note of caution: “the fatter a person becomes the more resistant they will be to the effects of leptin and the harder it is to reverse those effects” (27). Morgan Spurlock’s experience also indicates this. In his case it took the actor/director 14 months to lose the 11.1 kg (13 percent of his body mass) that he gained in the 30 days of his fast-food-only experiment. Trivedi was more fortunate, stating that, “After two weeks of going cold turkey, I can report I have successfully kicked my ice cream habit” (41). A reader’s letter in response to Trivedi’s article echoes this observation. She writes that “the best way to stop the craving was to switch to a diet of vegetables, seeds, nuts and fruits with a small amount of fish”, adding that “cravings stopped in just a week or two, and the diet was so effective that I no longer crave junk food even when it is in front of me” (Mackeown). Popular culture indicates a range of alternative ways to resist food manufacturers. In the West, there is a growing emphasis on organic farming methods and produce (Guthman), on sl called Urban Agriculture in the inner cities (Mason and Knowd), on farmers’ markets, where consumers can meet the producers of the food they eat (Guthrie et al.), and on the work of advocates of ‘real’ food, such as Jamie Oliver (Warrin). Food and wine festivals promote gourmet tourism along with an emphasis upon the quality of the food consumed, and consumption as a peak experience (Hall and Sharples), while environmental perspectives prompt awareness of ‘food miles’ (Weber and Matthews), fair trade (Getz and Shreck) and of land degradation, animal suffering, and the inequitable use of resources in the creation of the everyday Western diet (Dare, Costello and Green). The burgeoning of these different approaches has helped to stimulate a commensurate growth in relevant disciplinary fields such as Food Studies (Wessell and Brien). One thing that all these new ways of looking at food and taste have in common is that they are options for people who feel they have the right to choose what and when to eat; and to consume the tastes they prefer. This is not true of all groups of people in all countries. Hiding behind the public health campaigns that encourage people to exercise and eat fresh fruit and vegetables are the hidden “social determinants of health: The conditions in which people are born, grow, live, work and age, including the health system” (WHO 45). As the definitions explain, it is the “social determinants of health [that] are mostly responsible for health iniquities” with evidence from all countries around the world demonstrating that “in general, the lower an individual’s socioeconomic position, the worse his or her health” (WHO 45). For the comparatively disadvantaged, it may not be the taste of fast food that attracts them but the combination of price and convenience. If there is no ready access to cooking facilities, or safe food storage, or if a caregiver is simply too time-poor to plan and prepare meals for a family, junk food becomes a sensible choice and its palatability an added bonus. For those with the education, desire, and opportunity to break free of the taste for salty and sugary fats, however, there are a range of strategies to achieve this. There is a persuasive array of evidence that embracing a plant-based diet confers a multitude of health benefits for the individual, for the planet and for the animals whose lives and welfare would otherwise be sacrificed to feed us (Green, Costello and Dare). Such a choice does involve losing the taste for foods which make up the lion’s share of the Western diet, but any sense of deprivation only lasts for a short time. The fact is that our sense of taste responds to the stimuli offered. It may be that, notwithstanding the desires of Jamie Oliver and the like, a particular child never will never get to like broccoli, but it is also the case that broccoli tastes differently to me, seven years after becoming a vegan, than it ever did in the years in which I was omnivorous. When people tell me that they would love to adopt a plant-based diet but could not possibly give up cheese, it is difficult to reassure them that the pleasure they get now from that specific cocktail of salty fats will be more than compensated for by the sheer exhilaration of eating crisp, fresh fruits and vegetables in the future. Conclusion For decades, the mass market food industry has tweaked their products to make them hyper-palatable and difficult to resist. They do this through marketing experiments and consumer behaviour research, schooling taste buds and brains to anticipate and relish specific cocktails of sweet fats (cakes, biscuits, chocolate, ice cream) and salty fats (chips, hamburgers, cheese, salted nuts). They add ingredients to make these products stimulate taste buds more effectively, while also producing cheaper items with longer life on the shelves, reducing spoilage and the complexity of storage for retailers. Consumers are trained to like the tastes of these foods. Bitter, sour, and umami receptors are comparatively under-stimulated, with sweet, salty, and fat-based tastes favoured in their place. Western societies pay the price for this learned preference in high blood pressure, high cholesterol, diabetes, and obesity. Public health advocate Bruce Neal and colleagues, working to reduce added salt in processed foods, note that the food and manufacturing industries can now provide most of the calories that the world needs to survive. “The challenge now”, they argue, “is to have these same industries provide foods that support long and healthy adult lives. And in this regard there remains a very considerable way to go”. If the public were to believe that their sense of taste is mutable and has been distorted for corporate and industrial gain, and if they were to demand greater access to natural foods in their unprocessed state, then that journey towards a healthier future might be far less protracted than these and many other researchers seem to believe. References Bernstein, Adam, and Walter Willett. “Trends in 24-Hr Sodium Excretion in the United States, 1957–2003: A Systematic Review.” American Journal of Clinical Nutrition 92 (2010): 1172–1180. Bhaktivedanta Book Trust. 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Introduction Fashion has long been associated with resistance movements across Asia and Australia, from the hand-spun cotton Khadi of Mahatma Gandhi’s freedom struggle to the traditional ankle length robe worn by Tibetans in the ‘White Wednesday Movement’ (Singh et al.; Yangzom). There are many reasons why fashion and activism have been interlinked. Fashion can serve as a form of nonverbal communication (Crane), which can convey activists’ grievances and concerns while symbolising solidarity (Doerr). It can provide an avenue to enact individual agency against repressive, authoritarian regimes (Yangzom; Doerr et al.). Fashion can codify a degree of uniformity within groups and thereby signal social identity (Craik), while also providing a means of building community (Barry and Drak). Fashion, therefore, offers activists the opportunity to develop the three characteristics which unite a social or environmental movement: a shared concern about an issue, a sense of social identity, and connections between individuals and groups. But while these fashion functions map onto movement characteristics, it remains unclear whether activists across the world deliberately include fashion into their protest action repertoires. This uncertainty exists partly because of a research and media focus on large scale, mass protests (Lester and Hutchins), where fashion characteristics are immediately visible and amenable to retrospective interpretation. This focus helps explain the rich volume of research examining the manifestation of fashion in past protests, such as the black, red, and yellow colours worn during the 1988 Aboriginal Long March of Freedom, Justice, and Hope (Maynard Dress; Coghlan), and the pink anti-Trump ‘pussyhats’ (Thompson). However, the protest events used to identify these fashion characteristics are a relatively small proportion of actions used by environmental activists (Dalton et al.; Gulliver et al.), which include not only rallies and marches, but also information evenings, letter writing sessions, and eco-activities such as tree plantings. This article aims to respond to Barnard’s (Looking) call for more empirical work on what contemporary cultural groups visually do with what they wear (see also Gerbaudo and Treré) via a content analysis of 36,676 events promoted on Facebook by 728 Australian environmental groups between 2010 and 2019. The article firstly reports findings from an analysis of this dataset to identify how fashion manifests in environmental activism, building on research demonstrating the role of protest-related nonverbal communications, such as protest signage (Bloomfield and Doolin), images (Kim), and icons, slogans, and logos (Goodnow). The article then considers what activists may seek to achieve through incorporating fashion into their action repertoire, and whether this suggests solidarity with activists seeking to effect environmental change across the wider Asian region. Fashion Activism Fashion is created through a particular assemblage of clothes, accessories, and hairstyles (Barry and Drak), which in turn forms a prevailing custom or style of dress (Craik). It is a cultural practice, providing ‘real estate’ (Benda 7) for an individual to express their social roles (Craik) and political identity (Behnke). Some scholars argue that fashion became overtly political during the 1960s and 70s, as social movements politicised appearance (Edwards). This has only increased in relevance with the rise of far right, populist, and authoritarian regimes, whose sub-cultures enact politicised identities through their distinct fashion characteristics (Gaugele and Titton; Gaugele). Fashion can therefore play an important role in protest movements, as “political subjectivities, political authority, political power and discipline are rendered visible, and thereby real, by the way fashion co-establishes them” (Behnke 3). Across the literature scholars have identified two primary avenues by which fashion and activism are connected. The first of these relates to activism targeting the fashion industry. This type of activism is found in both Asia and Australia, and promotes sustainable consumption choices such as buying used goods and transforming existing items (Chung and Yim), as well as highlighting garment worker exploitation within the fashion industry (Khan and Richards). The second avenue is called ‘fashion activism’: the use of fashion to intentionally signal a message seeking to evoke social and/or political change (Thompson). In this conceptualisation, clothing is used to signify a particular message (Crane). An example of this type of fashion activism is the ‘SlutWalk’, a protest where participants deliberately wore outfits described as slutty or revealing as a response to victim-blaming of women who had experienced sexual assault (Thompson). A key element of fashion activism thus appears to be its message intentionality. Clothes are specifically utilised to convey a message, such as a grievance about victim-blaming, which can then be incorporated into design features displayed on t-shirts, pins, and signs both on the runway and in protest events (Titton). However, while this ‘sender/receiver’ model of fashion communication (Barnard, Fashion as) can be compelling for activists, it is complex in practice. A message receiver can never have full knowledge of what message the sender seeks to signify through a particular clothing item, nor can the message sender predict how a receiver will interpret that message. Particular arrangements of clothing only hold communicative power when they are easily interpreted and related to the movement and its message, usually only intelligible to a specific culture or subculture (Goodnow). Even within that subculture it remains problematic to infer a message from a particular style of dress, as demonstrated in examples where dress is used to imply sexual consent; for example, in rape and assault cases (Lennon et al.). Given the challenges of interpreting fashion, do activists appear to use the ‘real estate’ (Benda 7) afforded by it as a protest tool? To investigate this question a pre-existing dataset of 36,676 events was analysed to ascertain if, and how, environmental activism engages with fashion (a detailed methodology is available on the OSF). Across this dataset, event categories, titles, and descriptions were reviewed to collate events connecting environmental activism to fashion. Three categories of events were found and are discussed in the next section: street theatre, sustainable fashion practices, and disruptive protest. Street Theatre Street theatre is a form of entertainment which uses public performance to raise awareness of injustices and build support for collective action (Houston and Pulido). It uses costumes as a vehicle for conveying messages about political issues and for making demands visible, and has been utilised by protesters across Australia and Asia (Roces). Many examples of street theatre were found in the dataset. For example, Extinction Rebellion (XR) consistently promoted street theatre events via sub-groups such as the ‘Red Rebels’ – a dedicated team of volunteers specialising in costumed street theatre – as well as by inviting supporters to participate in open street theatre events, such as in the ‘Halloween Dead Things Disco’. Dressed as spooky skeletons (doot, doot) and ghosts, we'll slide and shimmy down Sydney's streets in a supernatural style, as we bring attention to all the species claimed by the Sixth Mass Extinction. These street theatre events appeared to prioritise spectacle rather than disruption as a means to attract attention to their message. The Cairns and Far North Environment Centre ‘Climate Action Float’, for example, requested that attendees: Wear blue and gold or dress as your favourite reef animal, solar panel, maybe even the sun itself!? Reef & Solar // Blue & Gold is the guiding theme but we want your creativity take it from there. Most groups used street theatre as one of a range of different actions organised across a period of time. However, Climacts, a performance collective which uses ‘spectacle and satire to communicate the urgency of the climate and biodiversity crisis’ (Climacts), utilised this tactic exclusively. Their Climate Guardians collective used distinctive angel costumes to perform at the Climate Conference of Parties 26, and in various places around Australia (see images on their Website). Fig. 1: Costumed protest against Downer EDI's proposed work on the Adani coalmine; Image by John Englart (CC BY-SA 2.0). Sustainable Fashion Practices The second most common type of event which connected fashion with activism were those promoting sustainable fashion practices. While much research has highlighted the role of activism in raising awareness of problems related to the fashion industry (e.g. Hirscher), groups in the dataset were primarily focussed on organising activities where supporters communally created their own fashion items. The most common of these was the ‘crafternoon’, with over 260 separate crafternoon events identified in the dataset. These events brought activists together to create protest-related kit such as banners, signs, and costumes from recycled or repurposed materials, as demonstrated by Hume Climate Action Now’s ‘Crafternoon for Climate’ event: Come along on Sunday arvo for a relaxed arvo making posters and banners for upcoming Hume Climate Action Now events… Bring: Paints, textas, cardboard, fabric – whatever you’ve got lying around. Don’t have anything? That’s cool, just bring yourself. Events highlighting fashion industry problems were less frequent and tended to prioritise sharing of information about the fashion industry rather than promoting protests. For example, Transition Town Vincent held a ‘Slowing Down Fast Fashion – Transition Town Vincent Movie Night’ while the Green Embassy promoted the ‘Eco Fashion Week’. This event, held in 2017, was described as Australia’s only eco-fashion week, and included runway shows, music, and public talks. Other events also focussed on public talks, such as a Conservation Council of ACT event called ‘Green Drinks Canberra October 2017: Summer Edwards on the fashion industry’ and a panel discussion organised by a group called SEE-Change entitled ‘The Sustainable Wardrobe’. Disruptive Protest and T-Shirts Few events in the dataset mentioned elements of fashion outside of street theatre or sustainable fashion practices, with only one organisation explicitly connecting fashion with activism in its event details. This group – Australian Youth Climate Coalition – organised an event called ‘Activism in Fashion: Tote Bags, T-shirts and Poster Painting!’, which asked: How can we consistently be involved in campaigning while life can be so busy? Can we still be loud and get a message across without saying a word? The iconic 21st century activist "t-shirt and tote-bag" combination is hard to miss these days! Unlike street theatre and sustainable fashion practices, fashion appeared to be a consideration for only a small number of disruptive protests promoted by environmental groups in Australia. XR Brisbane sought to organise a fashion parade during the 2019 Rebellion Week, while XR protesters in Melbourne stripped down to underwear for a march through Melbourne city arcades (see also Turbet). Few common fashion elements appeared consistently on individual activists participating in events, and these were limited to accessories, such as ‘Stop Adani’ earrings, or t-shirts sold for fundraising and promotional purposes. Indeed, t-shirts appeared to be the most promoted clothing item in the dataset, continuing a long tradition of their use in protests (e.g. Maynard, Blankets). Easy to create, suitable for displaying both text and imagery, t-shirts sharing anti-coal messages featured predominantly in the Stop Adani campaign, while yellow t-shirts were a common item in Knitting Nanna’s anti-coal seam gas mining protests. Fig. 2: Stop Adani earrings and t-shirts; Image by John Englart (CC BY-SA 2.0). The Role of Fashion in Environmental Activism As these findings demonstrate, fashion appears to be deliberately utilised in environmental activism primarily through street theatre and the promotion of sustainable fashion practices. While fewer examples of fashion in disruptive protest were found and no consistent fashion assemblage was identified, accessories and t-shirts were utilised by many groups. What may activists be seeking to achieve through incorporating fashion via street theatre and sustainable fashion practices? Some scholars have argued that incorporating fashion into protest allows activists to signal political dissent against authoritarian control. For example, Yanzoom noted that by utilising fashion as a means of communication, Tibetan activists were able to embody their political goals despite repression of speech and movement by political powerholders. However, a consistent fashion repertoire across protests in this Australian dataset was not found. The opportunities afforded by protected protest rights in Australia and absence of violent police repression of disruptive protests may be one explanation why distinctive dress such as the masks and black attire of Hong Kong pro-democracy protesters did not manifest in the dataset. Other scholars have observed that fashion sub-cultures also developed partly to express anti-establishment politics, such as the punk movement in the 1970s. Radical clothing accessorised by symbols, bright hair colours, body piercings, and heavy-duty books signalled opposition to the dominant political ideology (Craik). However, none of these purposes appeared to play a role in Australian environmental activism either. Instead, it appears that Maynard’s contention that Australian protest fashion barely deviates from everyday dress remains true today. Fashion within the events promoted in this large empirical dataset retained the ‘prevalence of everyday clothing’ (Maynard, Dress 111). The lack of a clearly discernible single protest fashion style within the dataset may be related to the shortcomings of the sender/receiver model of fashion communication. As Barnard (Fashion Statements) argued, fashion is not always used as a vehicle for conveying messages, but also as a platform for constructing and reproducing identity. Indeed, a multiplicity of researchers have noted how fashion acts as a signal of what social groups individuals belong to (see Roach-Higgins and Eicher). Activist groups have a variety of goals, which not only include promoting environmental change but also mobilising more people to join their cause (Gulliver et al., Understanding). Stereotyping can hinder achievement of these goals. It has been demonstrated, for example, that individuals who hold negative stereotypes of ‘typical’ activists are less likely to want to associate with them, and less likely to adopt their behaviours (Bashir et al.). Accordingly, some activist groups have been shown to actively promote dress associated with other identity groups, specifically to challenge cultural constructions of environmental activist stereotypes (see also Roces). For example, Bloomfield and Doolins’s study of the NZ anti-GE group MAdGE (Mothers against Genetic Engineering in Food and the Environment) demonstrated how visual protest artifacts conveyed the protesters’ social identity as mothers and customers rather than environmental activists, claiming an alternative cultural mandate for challenging the authority of science (see also Einwohner et al.). The data suggest that Australian activists are seeking to avoid this stereotype as well. The absence of a consistent fashion promoted within the dataset may reflect awareness of problematic stereotypes that activists may be then deliberately seeking to avoid. Maynard (Dress), for example, has noted how the everyday dress of Australian protesters serves to deflect stereotypical labelling of participants. This strategy is also mirrored by the changing nature of groups within the Australian environmental movement. The event database demonstrates that an increasing number of environmental groups are emerging with names highlighting non-stereotypical environmental identities: groups such as ‘Engineers Declare’ and ‘Bushfire Survivors for Climate Action’. Beyond these identity processes, the frequent use of costumed street theatre protest suggests that activists recognise the value of using fashion as a vehicle for communicating messages, despite the challenges of interpretation described above. Much of the language used to promote street theatre in the Facebook event listings suggests that these costumes were deliberately designed to signify a particular meaning, with individuals encouraged to dress up to be ‘a vehicle for myth and symbol’ (Lavender 11). It may be that costumes are also utilised in protest due to their suitability as an image event, convenient for dissemination by mass media seeking colourful and engaging imagery (Delicath and Deluca; Doerr). Furthermore, costumes, as with text or colours presented on t-shirts, may offer activists an avenue to clearly convey a visual message which is more resistant to stereotyping. This is especially relevant given that fashion can be re-interpreted and misinterpreted by audiences, as well as reframed and reinterpreted by the media (Maynard, Dress). While the prevalence of costumed performance and infrequent mentions of fashion in the dataset may be explained by stereotype avoidance and messaging clarity, sustainable fashion practices were more straightforward in intent. Groups used multiple approaches to educate audiences about sustainable fashion, whether through fostering sustainable fashion practices or raising awareness of fashion industry problems. In this regard, fashion in protest in Australia closely resembles Asian sustainable fashion activism (see e.g. Chon et al. regarding the Singaporean context). In particular, the large number of ‘crafternoons’ suggests their importance as sites of activism and community building. Craftivism – acts such as quilting banners, yarn bombing, and cross stitching feminist slogans – are used by many groups to draw attention to social, political and environmental issues (McGovern and Barnes). This type of ‘creative activism’ (Filippello) has been used to challenge aesthetic and political norms across a variety of contested socio-political landscapes. These activities not only develop activism skills, but also foster community (Barry and Drak). For environmental groups, these community building events can play a critical role in sustaining and supporting ongoing environmental activism (Gulliver et al., Understanding) as well as demonstrating solidarity with workers across Asia experiencing labour injustices linked to the fashion industry (Chung and Yim). Conclusion Studies examining protest fashion demonstrate that clothing provides a canvas for sharing protest messages and identities in both Asia and Australia (Benda; Yangzom; Craik). However, despite the fashion’s utility as communication tool for social and environmental movements, empirical studies of how fashion is used by activists in these contexts remain rare. This analysis demonstrates that Australian environmental activists use fashion in their action repertoire primarily through costumed street theatre performances and promoting sustainable fashion practices. By doing so they may be seeking to use fashion as a means of conveying messages, while avoiding stereotypes that can demobilise supporters and reduce support for their cause. Furthermore, sustainable fashion activism offers opportunities for activists to achieve multiple goals: to subvert the fast fashion industry, to provide participation avenues for new activists, to help build activist communities, and to express solidarity with those experiencing fast fashion-related labour injustices. These findings suggest that the use of fashion in protest actions can move beyond identity messaging to also enact sustainable practices while co-opting and resisting hegemonic ideas of consumerism. By integrating fashion into the vibrant and diverse actions promoted by environmental movements across Australia and Asia, activists can construct and perform identities while fostering the community bonds and networks from which movements demanding environmental change derive their strength. Ethics Approval Statement This study was approved by the Research Ethics Committee of the University of Queensland (2018000963). 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