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Societal‐level utility value strengthens the relationship between student‐level utility value and achievement: A person‐culture fit perspective
Author(s) -
King Ronnel B.,
Cai Yuyang,
Du Hongfei
Publication year - 2021
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/bjep.12354
Subject(s) - value (mathematics) , psychology , expectancy theory , perspective (graphical) , intrinsic value (animal ethics) , social psychology , context (archaeology) , academic achievement , value theory , multilevel model , reading (process) , developmental psychology , statistics , epistemology , mathematics , paleontology , philosophy , geometry , environmental ethics , political science , law , biology
Background Expectancy–value theory posits that higher levels of utility‐value yield better achievement outcomes. Much of the existing research on utility value has focused on the individual as the unit of analysis. Person–culture fit theory, however, suggests that it is also important to consider the fit between the person and the broader society one is embedded in. The greater the fit, the more optimal outcomes ensue. However, to our knowledge past studies have not examined utility value from a person–culture fit perspective. Aims This study aimed to examine whether person–culture fit in utility value, defined as the match between the student’s and the society’s utility value perceptions, is associated with more optimal outcomes. More specifically, we examined (1) how utility value predicted achievement and (2) whether societal‐level utility value changed the magnitude of the relationship between student‐level utility value and achievement. Sample We used the Programme for International Student Assessment (PISA) 2009 data provided by 502,261 15‐year‐old students from 73 countries/societies. Methods Multilevel random‐slopes structural equation modelling was used. Results Across all societies, students with higher utility value had better achievement. Moreover, in societies where schooling is highly valued, students’ utility value was a stronger predictor of achievement in reading, math, and science confirming our person–culture fit hypothesis. Conclusion These findings signify the importance of person–culture fit in utility value. It also has important implications for motivation research by demonstrating the need to take the broader societal context into account and moving beyond an exclusive focus on the individual student as the unit of analysis.