Date of Publication

9-2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Psychology

Subject Categories

Educational Psychology

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Jerome A. Ouano

Defense Panel Chair

John Addy S. Garcia

Defense Panel Member

Maria Alicia Bustos-Orosa
Jose Alberto S. Reyes
Violeta C. Valladolid
Elmer D. Dela Rosa

Abstract/Summary

The current study determined how task effort cost, emotion cost, loss of valued alternatives, outside effort cost, social cost, economic cost and sunk cost along with expectancy for success and task value created a criterion-related profile associated with higher academic performance. A sequential explanatory mixed-method study, it utilized the survey method for the quantitative phase and multiple case studies for the qualitative phase. From a total of 226 survey participants, nine were selected for the case studies. Findings revealed three significant criterion-related factors, namely expectancy for success, task value and sunk cost. Relationships for the first two confirmed hypothesized direction while the last one illustrated an inverse connection. Case studies illustrate real-life examples of the quantitative findings. Results are discussed in light of the expectancy-value-cost theory and existing studies. The study has implications on the nuances of the construct of cost, on pedagogic relevance, and on school and counseling psychology.

Abstract Format

html

Accession Number

CDTG007937

Keywords

Prediction of scholastic success; Academic achievement

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Embargo Period

10-14-2022

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