How might the Expectancy Value Model be applied alongside empirical data to broaden understanding of Extended Project Qualification uptake? A brief commentary.
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| Title: | How might the Expectancy Value Model be applied alongside empirical data to broaden understanding of Extended Project Qualification uptake? A brief commentary. |
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| Authors: | Brown, Carol (AUTHOR), de Moira, Anne Pinot (AUTHOR) |
| Source: | Psychology of Education Review. Spring2026, Vol. 50 Issue 1, p64-72. 9p. |
| Subjects: | Expectancy-value theory, Demographic characteristics, Ethnicity, Gender differences (Sociology), Academic qualifications, Academic achievement, Motivation (Psychology) |
| Abstract: | This paper provides a commentary on how the expectancy value model (EVM) of motivation could be applied alongside empirical data to broaden understanding of uptake of the Extended Project Qualification (EPQ). The EPQ is an individual project qualification which has the potential to develop students' academic skills and is associated with academic success. This paper extends previous work, exploring whether the EPQ provides an opportunity for all, by presenting descriptive data focused on the demographics of those student groups who do not take the qualification. Findings indicate that uptake is not equally distributed across demographic profiles and that demographic disparities exist based on gender, ethnicity and school type which extend beyond simple availability of the qualification. The EVM has been used extensively to explain achievement-related choices and outcomes across various subjects, domains, qualifications, countries and demographic groups but not with the EPQ. A case is presented for its potential usefulness as an explanatory theory. The authors argue that further research is needed, beyond the statistics, to capture motivational effects and to explore the potential underlying motivational mechanisms that relate to EPQ uptake and achievement to fully understand its capacity to offer an opportunity for all. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 195412302 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: How might the Expectancy Value Model be applied alongside empirical data to broaden understanding of Extended Project Qualification uptake? A brief commentary. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Brown%2C+Carol%22">Brown, Carol</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22de+Moira%2C+Anne+Pinot%22">de Moira, Anne Pinot</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+of+Education+Review%22">Psychology of Education Review</searchLink>. Spring2026, Vol. 50 Issue 1, p64-72. 9p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Expectancy-value+theory%22">Expectancy-value theory</searchLink><br /><searchLink fieldCode="DE" term="%22Demographic+characteristics%22">Demographic characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Sociology%29%22">Gender differences (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+qualifications%22">Academic qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper provides a commentary on how the expectancy value model (EVM) of motivation could be applied alongside empirical data to broaden understanding of uptake of the Extended Project Qualification (EPQ). The EPQ is an individual project qualification which has the potential to develop students' academic skills and is associated with academic success. This paper extends previous work, exploring whether the EPQ provides an opportunity for all, by presenting descriptive data focused on the demographics of those student groups who do not take the qualification. Findings indicate that uptake is not equally distributed across demographic profiles and that demographic disparities exist based on gender, ethnicity and school type which extend beyond simple availability of the qualification. The EVM has been used extensively to explain achievement-related choices and outcomes across various subjects, domains, qualifications, countries and demographic groups but not with the EPQ. A case is presented for its potential usefulness as an explanatory theory. The authors argue that further research is needed, beyond the statistics, to capture motivational effects and to explore the potential underlying motivational mechanisms that relate to EPQ uptake and achievement to fully understand its capacity to offer an opportunity for all. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=195412302 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsper.2026.50.1.64 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 64 Subjects: – SubjectFull: Expectancy-value theory Type: general – SubjectFull: Demographic characteristics Type: general – SubjectFull: Ethnicity Type: general – SubjectFull: Gender differences (Sociology) Type: general – SubjectFull: Academic qualifications Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Motivation (Psychology) Type: general Titles: – TitleFull: How might the Expectancy Value Model be applied alongside empirical data to broaden understanding of Extended Project Qualification uptake? A brief commentary. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Brown, Carol – PersonEntity: Name: NameFull: de Moira, Anne Pinot IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14639807 Numbering: – Type: volume Value: 50 – Type: issue Value: 1 Titles: – TitleFull: Psychology of Education Review Type: main |
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