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1.
Expectancy-Value Theory of Achievement Motivation 总被引：9，自引：0，他引：9
We discuss the expectancy-value theory of motivation, focusing on an expectancy-value model developed and researched by Eccles, Wigfield, and their colleagues. Definitions of crucial constructs in the model, including ability beliefs, expectancies for success, and the components of subjective task values, are provided. These definitions are compared to those of related constructs, including self-efficacy, intrinsic and extrinsic motivation, and interest. Research is reviewed dealing with two issues: (1) change in children's and adolescents' ability beliefs, expectancies for success, and subjective values, and (2) relations of children's and adolescents' ability-expectancy beliefs and subjective task values to their performance and choice of activities. Copyright 2000 Academic Press. 相似文献
2.
The purpose of this study was to investigate the relations among perceived instructional support (provision of relevance and involvement), subjective task value beliefs (utility, attainment, and intrinsic value), and engagement (behavioral and emotional) over the course of a semester for graduate students enrolled in an introductory research methods course in a college of education (N = 217). Structural equation modeling (SEM) results suggested that each source of perceived support exerted unique influence on students' beliefs about utility value, intrinsic value, and attainment value of their research methods coursework. In turn, midsemester value beliefs predicted semester-end student reports of behavioral and cognitive engagement. Direct and indirect effects between perceived provisions of support and engagement were inconsistent. This study supports the notion that different patterns of predictors and outcomes may occur for different aspects of value beliefs and that multiple sources of instructional support are important for supporting student motivation for adult learners. 相似文献
3.
Expectancy-value researchers have described the components of subjective task value in multiple ways, leading to multiple competing structural representations of subjective task value data. The purpose of this study was to examine these competing multidimensional factor structures by comparing correlated factor, hierarchical, and bifactor representations of both confirmatory factor analysis and exploratory structural equation modeling (ESEM) models across three theoretical conceptualizations of subjective task value. Results indicate that, in an undergraduate life science learning context (n = 334), the best representation for subjective task value data was a bifactor ESEM model that allowed for the disentangling of general and specific variance of general subjective task value, specific value beliefs, and specific costs. Full measurement invariance of the retained structure across continuing generation and first-generation students was found, and no differential item functioning was found across gender. General subjective task value and specific opportunity cost significantly and positively predicted achievement and specific utility value significantly and negatively predicted achievement, providing support for the criterion-related validity of the general and specific factors for predicting achievement outcomes. 相似文献
4.
Motivation predicts academic achievement beyond cognitive ability. Expectancy value theory (Eccles et al., 1983) is a widely accepted and powerful approach explaining academic achievement as well as educational choices and attainment. Recently, attention to the multiplicative term of expectancy and value beliefs has increased. Trautwein et al. (2012) reported a detrimental effect of high task value when expectancy beliefs were low. We aimed to replicate and extend their study by using a large, representative sample of students attending upper secondary school in the German federal state Schleswig-Holstein (N = 3367). Following Trautwein et al. (2012), we applied latent interaction modelling to test whether the predictive value of expectancy value interactions differs for grades, final examinations, and standardized test scores as measures of achievement in two domains. We took the multi-dimensional structure of task value into consideration, analyzing the four components (attainment, intrinsic value, utility and cost) separately. Both a verbal and a non-verbal domain (English as a foreign language and mathematics) were investigated. Overall, the results supported those of Trautwein et al. (2012). However, our findings suggested measure- and domain-specific differences when using expectancy value beliefs and their interactions to predict academic achievement. Interaction terms predicted final examination results in both English and mathematics. Further, interaction effects were significant for grades in English but not mathematics. In general, effect sizes of multiplicative terms were small, especially in contrast to expectancy beliefs. Findings are discussed regarding the practical and conceptual importance of the multiplicative term in expectancy value theory applied in an educational setting. 相似文献
5.
Kaylee Litson Carly Thornhill Christian Geiser G. Leonard Burns Mateu Servera 《Structural equation modeling》2013,20(6):931-947
Latent state-trait (LST) models are commonly applied to determine the extent to which observed variables reflect trait-like versus state-like constructs. Mixture distribution LST (M-LST) models relax the assumption of population homogeneity made in traditional LST models, allowing researchers to identify subpopulations (latent classes) with differing trait- and state-like attributes. Applications of M-LST models are scarce, presumably because of the analysis complexity. We present a step-by-step tutorial for evaluating M-LST models based on an application to mother, father, and teacher reports of children’s inattention (n = 811). In the application, we found three latent classes for mother and father reports and four classes for teacher reports. All reporter solutions contained classes with very low, low, and moderate levels of inattention. The teacher solution also contained a class with high inattention. Comparable mother and father (but not teacher) classes exhibited similar levels of trait and state variance. 相似文献
6.
Mimi Bong 《Contemporary educational psychology》2001,26(4):553
Predictive utility of self-efficacy and task-value beliefs was compared among 168 Korean female college students. The study assessed the constructs longitudinally and attempted consolidation of self-efficacy and expectancy-value theories. Self-efficacy perceptions were assessed at varying levels of measurement specificity. Exploratory factor analyses showed that self-efficacy items were reliably differentiated into separate factors of a priori specificity. These self-efficacy factors were positively correlated among themselves and, with an exception of problem-specific self-efficacy, also with the task-value factor. A correlation coefficient between any two self-efficacy factors tended to decrease, as these factors were associated with increasingly different measurement levels. Path analysis showed that students' midterm scores and enrollment intentions at T1 were better predicted by the task-value factor. However, the typically stronger links of self-efficacy to performance and of task value to intentions were observed with T2 variables. 相似文献
7.
The present study with 353 students aimed to examine the validity of a questionnaire called the Value Beliefs Questionnaire for University Students (VBQU) measuring five value beliefs among university students, namely: intrinsic value, attainment value, cost, utility for daily life, and utility for career. Furthermore, this study strived to explore the situated expectancy-value theory by linking those five value beliefs to multiple individual characteristics of university students (i.e., academic self-concept, procrastination, test anxiety, academic achievement). Results of CFA provided strong support for a 5-factor structure and a hierarchical structure of four major value factors (i.e., intrinsic, attainment, cost, utility) and two utility factors. Significant intercorrelations among the five value beliefs and correlations of the five value beliefs with the other individual characteristics of university students also established validity evidence of the VBQU. In line with (S)EVT, academic self-concept and intrinsic value significantly interacted with each other in predicting academic achievement. 相似文献
8.
We tested the interaction between task value and self-efficacy on defensive pessimism, academic cheating, procrastination and self-handicapping among 574 Korean 11th graders in the context of English as a foreign language. We hypothesised that perceiving high value in tasks or domains for which self-efficacy was low would pose a threat to perceived self-worth, leading students to resort to various maladaptive achievement strategies. Hierarchical multiple regression analyses demonstrated that, consistent with our hypothesis, the relationships of task value with academic cheating and procrastination depended on the level of self-efficacy. Perceiving high intrinsic value positively predicted academic cheating for students with low self-efficacy but not for students with high self-efficacy. Likewise, perceiving intrinsic or utility value positively predicted procrastination for students with low self-efficacy but not for students with high self-efficacy. Our findings support the major tenets of self-worth theory. 相似文献
9.
Research on teachers’ professional identity integrates many constructs that are treated independently in most cases. This study described the associations between components of teacher professional identity and their association with teachers’ general pedagogical beliefs. Secondary teachers (n = 236) completed a survey about several components of their identity (self-efficacy beliefs, motivation to become a teacher, affective commitment and perceived type of expertise) and general pedagogical beliefs (constructivist and direct transmission). Multidimensional scaling revealed that the components could be mapped on two dimensions: form of motivation and degree of subject specificity. The resulting map revealed four meaningful groups of components. Furthermore, whereas direct transmission general pedagogical beliefs were found to be strongly tied to an identity grounded in the subject taught, constructivist beliefs were independent of identity components. This study provides new insight into the structure of teacher professional identity and its relevance for teaching. 相似文献
10.
Science writing, such as lab reports, allows students to form a meaningful understanding of scientific concepts. However, students often view scientific writing as unimportant and utilize surface level approaches when completing writing assignments. The current study implemented three experimental interventions (directly-communicated, self-generated, and hybrid) aligned with prior literature and designed to improve the utility value of lab reports in college settings. Participants (n = 1,002) were recruited from 43 lab sections of an introductory biology course at a large southeastern university. Measures of subjective task value (utility value, attainment value, cost, and intrinsic value) were collected pre-, mid-, and post-intervention. The self-generated and hybrid groups exhibited higher self-reported utility value by posttest compared to the control group. Requiring students to generate their own utility value toward a task, followed by a written reflection, increases students' maintained and situational interest for biology laboratory reports. 相似文献
11.
Margaret E. Beier Michelle H. Kim Ann Saterbak Veronica Leautaud Sandra Bishnoi Jaqueline M. Gilberto 《科学教学研究杂志》2019,56(1):3-23
Can engaging college students in client-centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project-based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy-value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project-based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi-experimental study with a sample of (N = 492) natural science and engineering students. STEM self-efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project-based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project-based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project-based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions. 相似文献
12.
The purpose of this study is to examine whether teacher enthusiasm and classroom management self-efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3% girls) and their mathematics teachers (N = 41; 58.5% men). Student-perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value. 相似文献
13.
《Educational Assessment》2013,18(4):341-364
The relations between motivational constructs, effort, self-efficacy and worry, and statistics achievement were investigated in a sample of 360 undergraduates in Malaysia. Both trait (cross-situational) and state (task-specific) measures of each construct were used to test a mediational trait (r) state (r) performance (TSP) model. As hypothesized, all three traits were found to be empirically distinguishable from their state counterparts in a confirmatory factor analysis. In a structural equation model, each trait also had a direct effect on its corresponding state as hypothesized. Most importantly, state worry and state effort had significant direct effects on statistics achievement in the predicted direction. Gender and ethnic (Malay vs. Chinese) differences and other predictions related to social cognitive theories of motivation also were analyzed and are discussed. Overall, results provide strong evidence for the utility of the state-trait distinction as applied to motivational constructs and are consistent with findings from U.S. samples. 相似文献
14.
Christina Cline Alecia M. Santuzzi Karen E. Samonds Nicole LaDue Heather E. Bergan-Roller 《Anatomical sciences education》2022,15(6):1032-1044
Students, particularly those in science, technology, engineering and mathematics (STEM) and healthcare-related programs, should develop proficient interpersonal skills, including communication. To help students develop effective communication skills, instructors need to consider the value students give to learning these skills. The Student Attitudes Toward Communication Skills Survey (SATCSS) was developed to measure how undergraduate students value learning communication skills based on Expectancy-Value Theory across three modes of communication (verbal, written, non-verbal). The survey was given to students interested in healthcare professions and enrolled in an undergraduate anatomy and physiology (A&P) course (n = 233) at a Midwest research active university. The survey showed evidence of validity, measuring two components: (1) “Value to Profession” (attainment and utility value) and (2) “Value to Self” (intrinsic value and cost). There was a significant difference in sub-scores among the four task values such that students thought that learning communication skills was important and relevant (high attainment and utility value) but not interesting (low intrinsic value) and costly. Students with high total scores valued communication skills across all four task values. As total value scores decreased, it was first due to students finding learning communication skills to be time prohibitive and then a lack of interest in learning communication skills. Based on these results, it is recommended that instructors incorporate communication skills training into content that is already part of their A&P course to reduce time concerns. Additional recommendations include using reflective activities and humor to increase student interest. 相似文献
15.
A Threefold Model of Intellectual Styles 总被引：12，自引：0，他引：12
The field of styles presents three major controversial issues: styles as value-laden versus value-free, styles as traits versus states, and styles as different constructs versus similar constructs with different labels. We address these issues by proposing an integrative model of styles—the Threefold Model of Intellectual Styles—which divides all styles into three basic kinds. The foundation of this model is Sternberg and Zhangs body of empirical investigations into the thinking styles proposed in the theory of mental self-government. The model also draws upon others previous empirical findings in the literature. The model argues that most styles are value-laden rather than value-free; that they have both trait-like and state-like aspects, but for the most part are modifiable and hence more state-like; and that they overlap highly across theories. 相似文献
16.
The Conditional and Interaction Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies 总被引：1，自引：0，他引：1
This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge on six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientations, extrinisic goal orientation, task value, self-efficacy, control of learning and test anxiety). Students with more sophisticated beliefs about the nature of knowledge and learning were more likely than their peers to use educationally productive motivational strategies in their learning. Beliefs about one’s ability to learn and the structure of knowledge had the most significant and substantial effects on students’ use of self-regulated motivational strategies. Although a student’s belief about the stability of knowledge by itself had a statistically significant effect on only one motivational strategy, this belief did have four statistically significant interaction effects with beliefs about ability to learn and the structure of knowledge. Implications of these findings for theory, research, policy and practice are examined. 相似文献
17.
Sunitadevi Velayutham Jill M. Aldridge Barry Fraser 《International Journal of Science and Mathematics Education》2012,10(6):1347-1368
The purpose of this study was to investigate the influence of students?? motivational beliefs (learning goal orientation, task value and self-efficacy) in science learning on students?? self-regulation in the science classroom. The study also examines the moderating effect of gender on the proposed relationships. Data were collected from 719 boys and 641 girls across grades 8, 9 and 10 in 5 public schools in Perth, Western Australia. Results from structural equation modeling analysis indicated that all 3 motivational constructs were strong predictors of students?? self-regulation in science learning. The multi-group analysis to examine gender differences revealed that the influence of task value on self-regulation was statistically significant for boys only. The findings present possible opportunities for educators to plan, and to put into practice, effective intervention strategies aimed at increasing students?? self-regulation in science learning. The core feature would be to target and develop students?? motivational beliefs of learning goal orientation and self-efficacy in science learning. Additionally, for boys, the intervention strategies would be to elevate boys?? perspectives of science task value. 相似文献
18.
Susan Chambers Cantrell Margaret Rintamaa Eric M. Anderman Lynley H. Anderman 《The Journal of educational research》2018,111(4):417-428
The authors examined 1,781 rural students' reading motivation and behavior across the transition from middle to high school. Using expectancy-value theory, they investigated how motivational variables predicted changes in reading behavior and achievement across the transition in terms of their expectancies, values, and out-of-school reading behaviors. A repeated measures analysis of variance indicated significant increases in vocabulary, intrinsic value, and out-of-school reading, whereas significant decreases were found in attainment value. Hierarchical regression analysis indicated students' subjective expectancy for success was a significant predictor of increases in both comprehension and vocabulary scores. Students' utility value interacted with intrinsic value in predicting reading comprehension scores. In terms of change in students' reading behavior, their perceptions of intrinsic value and utility value were significant predictors. Gender interacted significantly with expectancies in predicting behaviors. Findings have implications for instructional support, particularly as it relates to reading motivation across the transition from middle to high school. 相似文献
19.
Teachers’ professional competence is composed of cognitive (professional knowledge) and affective (professional beliefs) components. These components are generally assumed to be related and to impact instructional practice. However, studies simultaneously relating cognitive and affective components to instructional practice are scarce. The present study investigates the relationship between general pedagogical knowledge (GPK), self-efficacy beliefs (SE), and reported instructional practice based on a sample of 342 pre-service teachers. No significant association was observed between GPK and SE. Furthermore, SE significantly predicted all investigated reported instructional practices, although GPK only predicted reported instructional practices that dealt with student support and provision of structure. 相似文献
20.
Grounded in expectancy-value and stereotype threat theories, this four-year longitudinal study examined associations between changes in stereotype threat and motivation (self-efficacy, task values, and perceived costs) among 425 undergraduates from racial/ethnic groups typically underrepresented in science, technology, engineering, and mathematics (STEM). Growth analyses indicated that students’ stereotype threat and perceived cost of studying science increased during college, whereas science self-efficacy, intrinsic value, and attainment value declined. Parallel growth analyses suggested that higher initial stereotype threat related to a faster decline in attainment value and faster increase in perceived costs throughout college. Higher initial levels and a steeper increase in stereotype threat related to lower STEM GPA. Higher initial levels and a slower decline in motivation variables related to higher STEM GPA and more completed STEM courses. These findings provide empirical evidence for the relations between stereotype threat and motivation among underrepresented minority students during a key developmental period. 相似文献