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1.
Students’ expectancy and value beliefs about math influence their academic choices and success in math-intensive study programs. Short-term declines in these motivational beliefs can serve as early warning signs of academic difficulties and dropout. However, such short-term motivational changes are underresearcherd. Based on Eccles et al.’s (2020) situated expectancy-value theory, this study analyzed within-person changes in the associations among students’ course-specific (summative) or week-specific (situated) expectancies and task values in gateway math courses for students in physics, math, or math teacher education majors (N = 773). Random intercept cross-lagged panel models showed increasing within-person alignment between students’ course-specific expected success and intrinsic/utility values (but not costs) over one semester. This alignment was linked to unidirectional spillover (i.e., cross-lagged) effects from expectancy to intrinsic/utility values. Students’ week-specific expectancy-value beliefs, reported at the beginning of the semester, showed no significant alignment and spillover effects. Differences in students’ course- or week-specific expectancy-value beliefs favored male and higher-achieving students and were largely time-invariant. Alignment between course-specific expectancy and value beliefs was higher for students who failed or dropped out of their math courses compared to those who succeeded. Greater motivational alignment can thus indicate greater disengagement from (math) coursework in challenging academic contexts. These findings highlight the importance of differentiating between-person and within-person motivational processes, suggest that summative versus situation-specific assessments of motivational beliefs may show different developmental patterns, and demonstrate that motivational alignment and spillover effects can be a sign of maladaptive motivational processes concerning students’ persistence in challenging STEM contexts.  相似文献   

2.
Despite the benefits of afterschool programs, we know very little about what motivates adolescents to attend and what costs they might associate with doing so. Situated expectancy-value theory (SEVT) proposes that expectancy for success, value, and cost perceptions are motivational beliefs that are important precursors to students’ engagement in such programs, and thus may shape the extent to which students can benefit from them. Accordingly, we examined profiles of expectancy, value, and cost beliefs associated with afterschool program participation in a sample of middle school students (N = 197) in an urban context. We then examined profiles for their relations to student demographics (gender, grade, race/ethnicity), achievement (English and Math grades), and program attendance. Latent profile analyses yielded three profiles: a moderate-low mixed motivation profile, a high cost and mixed motivation profile, and a positively motivated with moderate effort cost profile, thus uniquely contributing to the literature by describing the nature and incidence of how multiple motivational beliefs co-occur among groups of students in afterschool spaces. Subsequent analyses revealed that the positively motivated with moderate effort cost profile was associated with higher program attendance rates than the other two profiles. These results extend the theoretical knowledge base by exploring students’ expectancies, values, and costs in an informal educational context and have important implications for afterschool educators and policymakers.  相似文献   

3.
In this article, the roles of individuals' expectancy beliefs and incentives (i.e., task value, outcome expectancy) in sport and physical education are examined from expectancy-value model and self-efficacy theory perspectives. Overviews of the two theoretical frameworks and the conceptual and measurement issues are provided, followed by a review of developmental and gender/racial differences and the influences of sport and physical education on children's motivational beliefs.  相似文献   

4.
We investigated the longitudinal interrelations among self-efficacy, interest value, and effort cost in adolescent students’ educational outcomes in the English domain across one year. The latent cross-lagged model based on a sample of 690 Chinese middle school students revealed significant reciprocity between self-efficacy and effort cost. Prior effort cost also emerged as a significant predictor of later interest value. These findings suggest that effort cost plays an important role in the development of students’ academic motivation in English. In addition, self-efficacy and effort cost significantly predicted academic achievement, whereas self-efficacy and interest value significantly predicted future choice intentions. These results indicate the importance of considering students’ expectancy, value, and cost beliefs together to better understand their motivational processes in the school setting.  相似文献   

5.
Physical education in elementary education usually provides children’s first contact with sports. According to the trans-contextual model of motivation, physical education teachers can positively influence children’s beliefs toward and actual leisure time physical activity behavior. The aim of this study was to examine the effect of a dance-based physical education program on motivation regarding physical education lesson participation, as well as leisure time physical activity participation. The sample consisted of 252 pupils attending Grades 5 and 6 of elementary school (Mage?=?10.48 years, SD?=?0.50 years). Participants were randomly assigned into three groups. The first group attended a physical education lesson based on various forms of dance, the second one attended lessons with Greek traditional dances only, and the third group served as active control group that attended the typical curriculum. The intervention lasted six weeks. Before and after the intervention, students completed survey-based measures of motivational climate, motivational regulations in physical education and leisure time, enjoyment, attitudes, perceived behavioral control, subjective norms, and intentions toward leisure time physical activity. In support of the trans-contextual model, results showed that students in the dance intervention programs scored significantly higher in perceptions of motivational climate and beliefs toward leisure time physical activity. The findings of the study suggest that dancing lessons at school can bolster more positive attitudes and beliefs toward physical education and leisure time physical activity.  相似文献   

6.
The need to enhance the STEM workforce and, in turn, the STEM educational pipeline is a prevailing issue in the U.S. One critical component in this pipeline is students’ interest in STEM majors and their persistence in such majors, theorized to be a function of both students’ perceived value and expectancy beliefs in the subject matter. Using an expectancy-value lens, we examined cross-domain patterns of high school students’ expectancy beliefs and values in both mathematics and science using a person-centered or profile approach. With data from the High School Longitudinal Study, latent profile analysis revealed five profiles characterized as Low Math/Low Science (i.e., endorsing low levels of expectancy and value beliefs in math and science), Moderate Math/Moderate Science, High Math/High Science, Low Math/High Science, and High Math/Low Science. Taking into account aspects of students’ background and school context, we found that motivational profile membership predicted math and science high school achievement, college persistence, and both STEM major intentions and major choices. Moreover, there were a number of gender and racial/ethnic differences and contextual variation in profile memberships as well. Implications for theory and educational practice are discussed in relation to study findings.  相似文献   

7.
This study examines first-year student teachers’ (N?=?310) self-evaluated, study-related anxiety and exhaustion, and self-regulated learning (SRL) skills. Our presumption is that feelings of anxiety and exhaustion can be reduced with cognitive and motivational SRL skills. The association of cognitive and motivational SRL skills with feelings of anxiety and exhaustion were analysed with multiple multivariate regression analysis. The results indicate that high time- and study-environment management strategies and high self-efficacy beliefs reduced experienced feelings of anxiety and exhaustion. In addition, effort regulation had a reducing effect for anxiety. However, high extrinsic goal orientation predicted higher levels of anxiety and exhaustion and high task value predicted higher anxiety among student teachers. Particularly, female students had a stronger tendency to experience anxiety and exhaustion. The implications of the results for higher education and for teacher education are discussed.  相似文献   

8.
Abstract

The paper discusses the deployment of cognitive and affective components for teaching languages in a blended learning university setting. A modified expectancy model of motivation was designed and applied. The usability testing of a language education website was used as a framework with affective and cognitive features. The selection of the education website was based on findings gained from the language needs analysis. The level of students’ language competence representing the cognitive component was diagnosed based on their results in the placement tests in the DIALANG language website. Many students showed progress in language knowledge by the end of the semester. Results were higher than students had expected and enough to encourage further research. The affective part is discussed in the modified expectancy model of motivation that was designed and applied. The psychodidactic approach used in the research met students’ motivational and emotional needs without sacrificing their improved competence in language development.  相似文献   

9.
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   

10.
Motivation to learn in vocational education is underexplored by researchers in educational psychology. Yet, teachers would profit from an understanding of the goals apprentices adopt for their learning and how these goals relate to students’ learning strategies and abilities. Using latent profile analysis, four groups were identified based on the achievement goals of 263 vocational students in their professional mathematics courses. Groups were described regarding their cognitive abilities, learning strategies and motivational beliefs. Results indicated that the inclusion of challenge-mastery and work-avoidance goals adds value to previous conceptualizations of multiple goal profiles. Significant and large differences between the profiles were found with regard to such motivational beliefs as individual interest and significant, albeit smaller, differences were found for learning strategies and cognitive abilities. The results suggest that vocational students may adopt four specific combinations of goals and that these are associated with several variables important for successful learning. Implications of the findings for vocational education are discussed.  相似文献   

11.
In this study the authors examined longitudinal achievement goal patterns and their effects on students’ motivation and performance from the 5th to 6th grade in physical education running programs. In their 5th and 6th grade, 412 participants completed questionnaires assessing their task and ego orientations, expectancy beliefs, task values, and intentions for future participation in running. They also completed a timed 1-mile run. Results revealed low task/low ego, low task/high ego, high task/low ego, and high task/high ego remained stable as goal patterns across the 5th and 6th grade. The majority of students moved to more motivationally adaptive goal patterns over time.  相似文献   

12.
The goal of this study was to investigate the relation between a set of pre-decisional beliefs including students’ task value, self-efficacy, and learning and performance goal orientations and five post-decisional, implementation strategies students use to regulate their effort and persistence for the academic tasks assigned for a specific class. A group of eighth grade students (N=114) completed a self-report survey that assessed these four motivational beliefs and the frequency that they used five motivational regulation strategies including self-consequating, environmental control, interest enhancement, and mastery and performance self-talk. Results from a series of multiple regressions indicated that the motivational beliefs, as a group, could be used to explain students’ reported use of each of the regulatory strategies examined. Further, results indicated that task value, learning goal orientation, and performance goal orientation individually explained three or more of the regulatory strategies, whereas self-efficacy was not related significantly to any of the five regulatory strategies studied. Findings are presented and interpreted in light of their significance for models specifying both motivational and volitional aspects of self-regulation.  相似文献   

13.
Achievement goal theory suggests that the motivational processes operating in achievement settings such as PE are dependent on the achievement goals manifested in that setting. In this paper, research is reviewed examining the motivation-related correlates of task and ego (approach) goal orientations in physical education, namely (a) achievement-related beliefs (i.e., beliefs about the causes of success in and the purposes of PE, beliefs about the nature of physical ability), (b) affective responses (e.g., enjoyment), (c) self-determination (i.e., PE students’ level of intrinsic motivation, extrinsic motivation, and amotivation), (d) behavioral strategies and skill development, and (e) level of physical activity engagement.  相似文献   

14.
College students (N = 215) completed a self-report instrument designed to assess different regulation of motivation strategies as well as aspects of their motivational beliefs, use of cognitive and metacognitive learning strategies, and procrastination. The study serves to extend the research on the self-regulation of motivation through three related findings. One, results indicate that the instrument evaluated in the study provides a reliable and valid method for assessing six motivational regulation strategies in a college population. Two, analyses revealed differences in the extent that students reported using the regulation of motivation strategies, while also showing them to be related to other aspects of self-regulated learning in a theoretically consistent way. Last, findings from a series of multiple regressions indicate that students’ engagement in motivational regulation is a function of their existing motivational beliefs and attitudes.  相似文献   

15.
ABSTRACT

The aim of the study was to examine the impact of a self-determined motivational climate including support of autonomy, relatedness, task involvement, and ego-involving climate on students’ affective responses and effort in physical education. The sample involved 338 sixth-grade students (11–12 years old) who completed a questionnaire battery incorporating measures of motivational climate, enjoyment, trait anxiety in physical education, and effort. The results of the reliability and confirmatory factor analyses supported the psychometric properties of the measures. Multiple regression path analysis results indicated that task-involving climate, autonomy, and relatedness support had more positive influences on pupils’ affective responses in comparison to an ego-involving climate.  相似文献   

16.
The purpose of this study was to extend the research on adolescents’ motivation for reading by examining important group differences and the relation of motivation to standardized achievement. Adolescents (N = 406) ranging from grade 7 to grade 12 completed a self-report survey that assessed 13 different aspects of their reading motivation including multiple forms of expectancy beliefs, value, achievement goals, and social goals. Group comparisons indicated important differences between readers who had struggled and those who were more adequate readers, but relatively few differences based on gender or grade in school. Regression analysis showed that the motivational beliefs as a group, and perceived control individually, were able to predict students’ performance on a standardized measure of reading comprehension.  相似文献   

17.
Student satisfaction and the quality of education are of compelling interest to students, academic staff, policy-makers and higher education researchers internationally. There is a widespread belief in their ‘cause and effect’ relationship. This paper tests these beliefs and explores how the level of student satisfaction is linked with the perceived quality of PhD education. Using expectancy value theory as a framework and interview data from PhD students and their supervisors, this paper suggests that satisfaction is not necessarily perceived as an indicator of quality education. Levels of student satisfaction can be influenced by students’ expectations prior to their study and their preconceived beliefs regarding the value of a PhD education. Concern is raised that an overemphasis on student satisfaction may pose a threat to the quality of PhD programmes, making it increasingly difficult for universities to retain their integrity and reducing the intellectual challenges that PhD students need to experience.  相似文献   

18.
The purpose of this study was to examine the pattern of the relationships among motivational beliefs and science achievement of 8th grade Taiwanese students, given that the students in Taiwan have high science academic achievement but low motivational beliefs in science learning on a series of international large-scale assessments. Three motivational beliefs in science learning, including self-concept, intrinsic value, and utility value, were conceptualized based on the modern expectancy-value theory. Data are from the Taiwanese proportion of the Trends in International Mathematics and Science Study 2011 dataset. Three groups of students, namely, the total group, the high-achieving group (HAG), and the low-achieving group (LAG), were examined. Results showed that the patterns of the relative predictions of motivational beliefs to science achievement were distinct for each group. In the total group, all the motivational beliefs could positively predict science achievement (R 2?=?20%). On the other hand, self-concept could positively and negatively predict science achievement for the HAG and LAG students, respectively, and intrinsic value could positively predict science achievement for the LAG students. In conclusion, this study, based on the Taiwanese representative sample, contributes to the discussion regarding national variation in students’ motivational beliefs and provides empirical-based evidence of the motivational beliefs in science learning of students of different levels of ability.  相似文献   

19.
The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students’ self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students’ psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science.  相似文献   

20.
This study examined the effectiveness of a social-cognitive training model of self-regulation on students’ dribbling performance, calibration accuracy, and motivational beliefs. Participants were 120 fifth and sixth graders. Students who sequentially experienced emulative and self-control practice setting either process or performance goals at the emulation or at the self-control level improved their dribbling performance and motivational beliefs from pre- to post-test. Students overestimated their performance except for those in the process goal condition who underestimated it. These findings support the effectiveness of this training model and are discussed with reference to the self-regulation and performance calibration development in physical education.  相似文献   

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