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Achievement is considered to be an important value for students. The purpose of this paper is to explore what achievement values were derived from playing massively multiplayer online role-playing games (MMORPGs), especially for high-engaged MMORPGs players.

The research employed two approaches to collect data: focus group and a web survey of online game players were conducted. Moreover, an addiction-engagement scale was used to ensure all participants were genuinely highly engaged MMORPGs players in data collection process. There are 12 highly engaged players were recruited as focus group members in Phase 1. The online survey yielded 315 responses, of which 267 were considered valid, and 177 of those were considered to be genuine highly engaged players in Phase 2. In the study, exploratory factor analysis was performed to reveal underlying structure of achievement values.

The result focussing on popular MMORPGs reveal that highly engaged players derived six achievement values from playing MMORPGs, including fantasy satisfaction, adventure, victory, socialization ability, self-actualization, and advancement of wealth and status.

In view of the prevalence of MMORPGs, it is imperative to draw attention to understand students’ achievement values derived from playing MMORPGs. By doing that, educators know how to bridge students’ achievement values to their academic performance.

Expectancy-value theory is prominent in different areas in psychology, and a number of educational and developmental psychologists who study the development of achievement motivation have utilized this theory in their work (see Schunk, Pintrich, & Meece, 2006; Weiner, 1992; Wigfield & Eccles, 1992; Wigfield, Tonks, & Klauda, 2009 for overviews). In this chapter, we discuss current expectancy-value theoretical models of achievement motivation and review research based on these models. Much of this research has focused on the development of children's expectancies and values, and how expectancies and values relate to performance, choice of different activities, and emotions. We discuss the major findings from each of these areas of research. We also provide suggestions for future research based in this theory for the next decade. We focus our review and suggestions for future research primarily on elementary and secondary school students, but include some relevant work done with college students.

The purpose of this paper is to analyze the impact of cultural values on the relationship between abusive supervision, or workplace bullying, and worker job attitudes such as job satisfaction, job involvement, negative well‐being and perceived organizational support.

The authors used a survey to collect cross‐cultural data from workers in the USA and South Korea to test hypotheses regarding how cultural values affect the impact of abusive supervision on employee attitudes. Unlike previous research, the authors measured cultural values directly, rather than using nation as a proxy for culture.

It was found that the effects of abusive supervision on workers' job‐related attitudes are moderated by some, but not all, cultural values. In particular, moderating effects were found for Schwartz' achievement and benevolence values, but not for power values. Additionally, evidence was found that some of the measures commonly used in organizational research are not invariant across cultures.

Although the incidence of abusive supervision has been well documented in the USA and research on the causes and consequences of abusive supervision has grown steadily, very few studies have examined this topic in a cross‐cultural context. This study addresses this important, yet under‐researched issue by examining the joint effects of cultural values and abusive supervision on employee attitudes, using a cross‐cultural sample of workers.

We discuss the development of achievement motivation from the perspective of Eccles and colleagues’ expectancy-value theory (EVT), focusing on the importance of children developing positive expectancies for success and valuing of achievement to help them cope with change and uncertainty. Although research has shown that, overall, children’s expectancies and values decline, recent studies show many different trajectories in the overall pattern. Children’s expectancies and values predict their school performance and choices of which activities to pursue in and out of school, with these relations getting stronger as children get older. When children’s expectancies and values stay more positive, they can better cope with change and uncertainty, such as the increasing difficulty of many school subjects, or broader changes such as immigrating to a new country. Parents can buffer children’s experiences of change and uncertainty by encouraging them to engage in different activities and by providing them opportunities to do so. Parents’ positive beliefs about their children’s abilities and discussing with them the importance of school can moderate the observed decline in children’s ability beliefs and values. For immigrant and minority children, parents’ emphasis on the importance of school and encouragement of the development of a positive sense of their racial/ethnic identity are critical buffers. Positive teacher–child relations also are a strong buffer, although research indicates that immigrant and minority children often have less positive relations with their teachers. We close with a discussion on recent EVT-based intervention research that shows how children’s beliefs and values for different school subjects can be fostered.

We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?

We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts.

We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.

These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.

The purpose of this paper is twofold: to develop the college-attendance value scale (CAVS) in the Taiwan context to understand undergraduates’ reasons for or benefits from college education, and to examine how the value relates to additional motivational goals, academic performance, and expected terminal degree.

Data analyses involved sophomores (n=729) who completed a learning-experience survey that included CAVS of the personal value and collective value subscales, expected terminal degree, Achievement Goal Questionnaire, and cumulative grade point average (CGPA). Construct validity evidence was substantiated by the results of exploratory factor analysis (n=364) for two-factor identification, and by the results of confirmatory factor analysis (n=365) for a good model-fit.

The interrelations between variables in regression analysis supported the predictive validity; achievement goals were predictors of CGPA, while personal value was a sole predictor of expected terminal degree. Findings suggest that CAVS is a predictive measure for Taiwanese undergraduates’ academic performance and choices.

In terms of policy implications, college students’ values of college attendance should not only be regularly investigated by institutional research, but should be widely applied by university students, educators and administrators to facilitate the optimal learning development for each undergraduate.

The study develops a short but effective scale of college-attendance value for the Taiwanese students who usually attend college after graduating from high school. The CAVS is useful in manifesting the students’ major reasons for pursuing college education.

Even though personal values are considered an important variable in consumer studies, rarely has it been related to customer loyalty, especially in the banking context and considering the different loyalty phases. Hence, the purpose of this paper is to investigate the influence of personal values on loyalty phases in the private banking industry, taking into account the moderating influence of demographic variables.

After developing a theoretical framework based on the relevant literature, a research model is proposed and empirically tested with data from a survey with 891 bank customers from Brazil. Hypotheses of moderation were tested using structural equation modelling technique.

Results suggested that customers that place more importance on growth and achievement as personal values are less loyal to their bank, considering all four stages of loyalty. Moreover, this effect was more pronounced for female, older and high-income consumers, supporting the moderating effect of these demographic variables.

One of the limitations was that the sample was not probabilistic. To compensate this issue, the authors have used the approach of splitting the sample and use one for calibration and other for estimation. Another limitation was the small subgroups of high and low education, which might be responsible for the nonsignificant finding, due to low statistical power in the z-test. Future studies should consider using quota samples in order to have sample size greater than 150 cases in each category of variables such as age, education and income.

This study emphasizes the relevance of personal values, especially the dimensions of growth/achievement and security/social affiliation, and demographic variables when considering customers’ loyalty in the private banking industry. Managers should give different treatment for customers in distinct loyalty stages and with different demographics, thus increasing the customer orientation and segmentation efficacy.

The study tests a theoretical model that analyses the influence of two dimensions of personal values on loyalty, with originality on the loyalty phases (from cognitive to action) and the contingent effect of demographic variables, such as gender, age, education and income. Moreover, the model is tested in a sample of private banking customers from an emerging market, i.e., Brazil.

The purpose of this paper is to examine the degree to which job seekers’ cultural values moderate the relations between organizational values displayed on an e-recruiting websites and organizational attraction by adapting a Cultural Vales Model of Recruitment. The authors also assessed the moderating relation of collectivism on the relation between an opportunity to contact an employee in the organization and attraction.

This study used a 2 × 2 design and data from 235 students who were seeking jobs.

Individualism moderated the relation between website achievement values and organizational attraction. Individuals’ collectivism values moderated the relation between the opportunity to contact an employee and attraction.

Organizations that display achievement values on websites may attract individuals with highly value individualism. This may inadvertently limit diversity. Findings also suggest that providing an opportunity to contact an employee is likely to attract individuals with high rather than low levels of collectivism.

Content displayed on e-recruiting websites may inadvertently limit diversity in organizations.

This was the first study to examine the effects of the congruence of individual cultural values with organizational values, and the opportunity to contact an employee on attraction in an e-recruiting context.

The feeling of a low quality of life is not an inevitable aftermath of industrial progress, but the two phenomena may become linked in conditions of heavy competitive behaviour stemming from strong achievement orientation. Study of the relationship between quality of life and objective vocational success, and achievement motivation and spiritual values, conducted among new immigrants from the USSR, Romania and South America, shows that quality of life feeling is more determined by the value orientation of the individual's reference group than by personal objective achievements and failures. The general progress of industrial society is feasible without the stimulating effect of competitive achievement motivation, if spiritual community values are fostering hard labour. Industrial progress should be considered not as an end in itself, but as a means to live a life of high quality, both as an objective situation and as a feeling of satisfaction.

This paper aims to document changes in values of young Indian consumers over a 10-year period from 2004 to 2014. Given increases in per-capita income and living standards and, particularly, the tremendous increase in exposure to global products and ideals via media advertising, and greater one-to-one interaction with Americans and other English-speaking people from individualistic cultures (India has over 250 million Internet users who communicate in the English language), it was proposed that young Indian consumers would adopt values associated with self-enhancement and individualism, forsaking self-transcendence-related ideals such as benevolence and universalism.

Data pertaining to the Rokeach value scale (RVS) were collected in New Delhi in 2004 and 2014 and tested using MANOVA.

The results strongly support the contentions, save a couple of surprises. Implications of this dramatic change in values in a relatively short period are discussed from a marketing perspective.

This is the first paper that empirically measures changing consumer values in India.