STUDENTS’ PERCEPTIONS OF TEACHER INSTRUMENTAL SUPPORT AS A PREDICTOR OF MOTIVATION IN READING AND MATH AND ACHIEVEMENT FROM SECOND THROUGH TWELFTH GRADE

In this study, relations among students’ perceptions of instrumental help/support from their teachers and their reading and math ability beliefs, subjective task values, and academic grades, were explored from elementary through high school. These relations were examined in an overall sample of 1,062 students from the Childhood and Beyond (CAB) study dataset, a cohort-sequential study that followed students from elementary to high school and beyond. Multi-group structural equation model (SEM) analyses were used to explore these relations in adjacent grade pairs (e.g., second grade to third grade) in elementary school and from middle school through high school separately for males and females. In addition, multi-group latent growth curve (LGC) analyses were used to explore the associations among change in the variables of interest from middle school through high school separately for males and females. The results showed that students’ perceptions of instrumental help from teachers significantly positively predicted: (a) students’ math ability beliefs and reading and math task values in elementary school within the same grade for both girls and boys, and (b) students’ reading and math ability beliefs, reading and math task values, and GPA in middle and high school within the same grade for both girls and boys. Overall, students’ perceptions of instrumental help from teachers more consistently predicted ability beliefs and task values in the academic domain of math than in the academic domain of reading. Although there were some statistically significant differences in the models for girls and boys, the direction and strength of the relations in the models were generally similar for both girls and boys. The implications for these findings and suggestions for future research are discussed.

TAKING THE PERSPECTIVE OF A SELLER AND A BUYER: IMPLICATIONS FOR PRICE ELICITATION AND PRICE FRAMING

This dissertation consists of two essays which investigate how assuming the role of a seller or a buyer affects valuations in a price elicitation task (essay I) and how different presentations of an equivalent price affect evaluations when a consumer plays the dual roles of a buyer and a seller in transactions involving trade-ins (essay II). Sellers’ willingness to accept (WTA) to give up a good is typically higher than buyers' willingness to pay (WTP) to obtain the good. Essay I proposes that valuation processes of sellers and buyers are guided by a motivational orientation of “getting the best.” For a seller (buyer) indicating WTA (WTP), getting the best implies receiving as much as possible to give up a specific good (giving up as little as possible to get the specific good). Results of six studies suggest that the WTA-WTP elicitation task activates different directional goals, leading to the WTA-WTP disparity. The different directional goals lead sellers and buyers to focus on different aspects and bias their cognitive reasoning and interpretation of information. By connecting the valuation process to the general motivation of getting the best, this research provides a unifying framework to explain the disparate interpretations of the WTA-WTP disparity. Many new purchases and replacement decisions involve consumers’ trading in their old products. In such transactions, the overall exchange may be priced either as separate transactions (partitioned) with price tags for the payment and the receipt or as a single net price (consolidated) which takes into account the value of the trade-in. Essay II examines whether consumers prefer a partitioned price versus a consolidated price presentation. The findings suggest that when consumers are trading in a product which has a low value relative to the price of a new product, they prefer a consolidated price. In contrast, when trading in a product which has high value, they prefer a partitioned price. The results suggest that consumers use the price of the new product as an anchor to evaluate the trade-in value, and the perception of the trade-in value influences the overall evaluation especially when the transaction is partitioned.