Societal‐level utility value strengthens the relationship between student‐level utility value and achievement: A person‐culture fit perspective. (13th July 2020)

• Record Type: Journal Article
• Authors: King, Ronnel B.; Cai, Yuyang; Du, Hongfei
• Is Part Of: British journal of educational psychology. Volume 91:Number 1(2021)
• Page Start: 328
• Page End: 346
• Publication Date: 2020-07-13
• Subjects: multi‐level random‐slopes SEM -- person‐culture fit -- PISA -- socio‐ecological approach -- value congruence -- value fit; Educational psychology -- Periodicals; 370.1505
• DOI: 10.1111/bjep.12354
• Languages: English
• ISSNs: 0007-0998

Abstract

Abstract : 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.