Based on the Expectancy-Value Theory, this study aimed to determine the subjective task values that would predict intentions to pursue postgraduate education from the perspectives of students currently enrolled in bachelor’s degrees. The role of subjective task values placed on postgraduate education on the intentions for postgraduate education was examined. Participants included 369 students enrolled in third and fourth grades at a university with postgraduate programs in Turkey. The Postgraduate Education Intention Scale and The Postgraduate Education Value Scale adapted to Turkish for the present study were used. Correlation analysis and the stepwise regression method were used to analyze the study data. The results showed that intrinsic, attainment, and utility values positively predicted participants’ intentions to pursue postgraduate education, but the perceived cost negatively predicted postgraduate intentions. When these components of task value are examined in terms of their contributions to the regression model, attainment value has come to the fore as the most important task value component that affects students’ intentions for postgraduate study. Findings indicate that when students value postgraduate education in terms of intrinsic value, attainment value, and utility value, they are more likely to participate in postgraduate education in the future. However, the perceived costs of postgraduate education reduce the likelihood of pursuing postgraduate study. These results shed light on the subjective task values that explain undergraduate students’ intentions for postgraduate education.
Cite this article as: İlter, İ. (2022). Subjective task values as predictors of undergraduate students’ intentions for postgraduate education. HAYEF: Journal of Education., 19(2), 82-92.