Mutual Value Theory: A Grounded Theory of Classroom Learning
This study developed the mutual value theory to demonstrate four key conditions to achieve powerful learning in the college classroom: self-value, perceived self-value, other-value, and course-value.
Using a qualitative grounded theory research approach, this study was designed 1) to identify key factors or conditions that produce powerful student learning, and 2) to develop an original theory explaining how to create powerful learning in the college classroom. This study developed the mutual value theory (MVT) to demonstrate key factors and conditions of creating powerful learning in the college classroom. This theory states that in order to achieve powerful classroom learning, four values have to be created: 1) self-value—students/teacher highly value themselves, 2) perceived self-value—students/teacher perceive themselves as being highly valued by others, 3) other-value—students/teacher highly value others (e.g., the instructor, peers), and 4) course-value—students/teacher highly value the course (e.g., course materials, class activities).
||Classroom Learning, Learning Conditions, Mutual Value Theory, Learning Theory, Grounded Theory
The International Journal of Learning, Volume 18, Issue 1, pp.219-232.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 925.566KB).
Assistant Professor, Curriculum & Instruction, Long Island University, Flushing, New York, USA
Dr. Dengting Boyanton is an Assistant Professor of Educational Psychology in the School of Education at the Long Island University (C.W. Post, New York). She received her Ph.D. in Educational Psychology from the University of Virginia. Dr. Boyanton has been interested in the areas of cognition and student learning for many years. She has given many presentations and workshops on student learning in both national and international conferences including American Psychological Association Convention, American Educational Research Association Conference, British Psychological Society Convention, Canadian Psychological Association Convention, International Conference on Learning, and others. Dr. Boyanton has earned many honors in her academic career, most recently the AERA Division C (Learning & Instruction) New Faculty Mentoring Program Fellowship with Dr. Richard Mayer (AERA Vice President) as her mentor, the Curry School of Education Fellowship, the A.L. Bennett Endowed Scholarship, the Virginia Governor’s Fellowship, and the Dupont Fellowship. Dr. Boyanton is currently a member of the American Psychological Association (APA) and American Educational Research Association (AERA). Dr. Boyanton has also successfully directed five programs at UVa including UVa Culturefest, Study Break, Chinese Traditional Dance Team, and Chinese Corner. She was also the founder of the latter two programs.
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