Adults' learning motivation: Expectancy of success,value, and the role of affective memories |
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| Authors: | Julia Gorges Christian Kandler |
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| Institution: | 1. Department of Psychology, Educational Psychology, Bielefeld University, Germany;2. Department of Psychology, Personality Psychology and Psychological Assessment, Bielefeld University, Germany;1. Australian Catholic University, Institute for Learning Sciences and Teacher Education, GPO Box 2587, Brisbane, Queensland, 4001, Australia;2. University of New England, School of Education, Armidale, New South Wales, 2351, Australia;3. The University of Queensland, School of Education, Social Sciences Building #24, St Lucia, Queensland, 4072, Australia;4. Technische Universität Darmstadt, Department of Mathematics/AG DidacticsSchlossgartenstr, 764289, Darmstadt, Germany;5. University of Witwatersrand, Wits School of Education, 27, St Andrew''s Road, Johannesburg, 2193, South Africa;1. Faculdade de Psicologia e Ciências da Educação, Universidade do Porto, Rua Alfredo Allen, 4200-135 Porto, Portugal;2. Escola Superior de Educação, Instituto Politécnico de Viana do Castelo, Av. Capitao Gaspar de Castro, 4901-908 Viana do Castelo, Portugal;1. University of Hradec Kralove, Rokitanskeho 62, 50003 Hradec Kralove, Czech Republic;2. University of Hradec Kralove, Rokitanskeho 62, 50003 Hradec Kralove, Czech Republic |
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| Abstract: | The present study tested the applicability of expectancy-value theory to adults' learning motivation. Motivation was measured as the anticipated reaction (AR) of German students (N = 300) to receiving their instructions in English as a new learning opportunity. We used structural equation modeling to test our hypotheses. Expectancies of success and values from school predicted current expectancy and value, which, in turn, accounted for about 64% of variance in AR. In addition, we explicitly tested the hitherto neglected role of affective memories as a major precursor of value, expectancy of success, and AR. Results show a small direct effect of only negative affective memories on AR, leading to a significant incremental prediction of AR in addition to expectancy and value. Thus, motivation and experiences at secondary school appear to play a crucial role in adults' learning motivation, mediated by expectancy and value specific to the learning opportunity. |
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