Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis

Putwain, David W.; Nicholson, Laura; Pekrun, Reinhard; Becker, Sandra; Symes, Wendy

doi:10.1016/j.learninstruc.2018.11.005

Cited by 71 publications

(87 citation statements)

References 61 publications

(39 reference statements)

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“…The relation between control and enjoyment was amplified by low intrinsic value. This is similar to interactions shown in studies of expectancy-value theory (Guo, Marsh, Parker, Morin, & Yeung, 2015;Putwain, Nicholson, Pekrun, Becker, & Symes, 2019), whereby higher value shows a protective role at low control that diminishes at higher levels of control. The protective role of high intrinsic value on enjoyment at lower control is harder to discern in the present study, due to the large first-order effect of intrinsic value.…”

Section: Discussionsupporting

confidence: 84%

The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes

Putwain

Schmitz

Wood

et al. 2020

Brit J of Edu Psychol

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Background. Appraisals of control and value are proposed as proximal antecedents of achievement emotions, which, in turn, predict achievement. Relatively few studies have investigated how control and value may interact to determine achievement emotions, or subsequent achievement mediated by emotions. Aim. To examine whether control, value, and their interaction predicted mathematics test score directly, and indirectly, mediated by three salient achievement emotions: enjoyment, boredom, and anxiety. Method. Data were collected from 1,298 primary schoolchildren. Participants completed self-report measures of control, value (i.e., intrinsic, attainment, and utility), and achievement emotions (i.e., enjoyment, boredom, and anxiety), in the context of mathematics. Participants then undertook a curriculum-based mathematics test in class. Results. Higher control and value were related to a higher mathematics test score directly, and indirectly, mediated via higher enjoyment and lower anxiety. The interaction of control and intrinsic value predicted mathematics test score directly, and indirectly, mediated via enjoyment. Conclusion. Intrinsic value amplified the direct positive relation between control and mathematics test score. Intrinsic value also protected mathematics test scores at lower levels of control indirectly, through higher enjoyment. Helping students to maximize control and value will be beneficial for their learning experience and outcomes. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Discussionsupporting

confidence: 84%

The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes

Putwain

Schmitz

Wood

et al. 2020

Brit J of Edu Psychol

Self Cite

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“…The MCT theoretical model was created by Valenzuela et al (2011) based on the work of Wigfield and Tonks (2009). The model presents the concept of MCT using the elements expectancy and value, and the subelements attainment, interest, utility, and cost (Galla et al, 2018;Putwain et al, 2019;Rosenzweig & Wigfield, 2017;Valenzuela et al, 2011Valenzuela et al, , 2014Wigfield & Gladstone, 2019;Wigfield & Tonks, 2009). The expectancy represents the importance that nursing students assign to CT in the disciplinary and professional nursing context.…”

Section: Introductionmentioning

confidence: 99%

“…Utility refers to how the achieved nursing experience can be used for future nursing care. Cost is conceptualized in terms of the amount of effort needed to think critically in nursing contexts when nursing care is provided (Galla et al, 2018;Putwain et al, 2019;Rosenzweig & Wigfield, 2017;Valenzuela et al, 2011Valenzuela et al, , 2014Wigfield & Gladstone, 2019;Wigfield & Tonks, 2009) (Figure 1).…”

Section: Introductionmentioning

confidence: 99%

Motivation for Critical Thinking in Nursing Students in Chile

Berger

Cianelli

Valenzuela

et al. 2020

Hisp Health Care Int

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Nursing education includes a constant challenge regarding the competencies that nurses must possess to provide high-quality nursing care. One of these competencies is critical thinking (CT), and motivation for critical thinking (MCT) has been identified as an element necessary to develop CT. Expectancy and value are important components of the MCT. This study aimed to analyze sociodemographic and academic factors related to MCT in Chilean nursing students. This study is an analytical–correlational, cross-sectional study conducted with 478 nursing students in Chile. The data were collected using an online questionnaire. The Critical Thinking Motivation Scale was used to measure MCT. Pearson’s square, Chi-square, means comparison test, and binomial logistic regression were used to analyze the data. The expectancy component of the MCT had the lowest scores on the scale. Age was associated with the cost subcomponent ( p < .03), and high school was associated with the interest subcomponent ( p < .01). Academic factors contributing to MCT were problem-based learning, professor motivation, and the inclusion of MCT in nursing disciplinary subjects. Strategies that improve CT and MCT should be implemented and evaluated periodically from the beginning of a nursing career. Faculty should be trained to motivate students to think critically.

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“…Further evidence from self-reports of the activities preceding the test indicated that students who practiced outcome simulation rehearsed the delight they would experience from obtaining a good mark but failed to put more effort into achieving the good mark, thereby ultimately reducing their aspirations. Positive expectations motivate learning in students, leading to enhanced performance through behavioral engagement (Putwain et al, 2019). Behavioral engagement is an omnibus variable that includes effort, persistence, and exertion in class activities (Appleton et al, 2006;Fredricks et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Mental Simulation Effects on Performance: Benefits of Outcome Versus Process Simulations in Online Courses

Alghazo

Daqqa

Abdelsalam

et al. 2020

IJCRSEE

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The present research compares the effects of mentally recreating the experience of realizing that a desirable goal had been achieved (outcome simulation exercise) with those of mentally recreating the actions that might lead to the desirable goal (process simulation exercise). It asked whether the performance benefits of process simulations over outcome simulations, which have been reported in students enrolled in face-to-face classes, would generalize to an online environment. The process simulation exercise was expected to foster attention to the antecedents of good grades, thereby improving class performance relative to the outcome simulation exercise which was intended to be merely motivational. College students from the Middle East, who were taking classes online due to the COVID-19 pandemic, participated. Type of simulation impacted students’ performance on assignments, but differently depending on the timing of the assessment. It did not influence behavioral engagement, midterm test performance, or predictions of performance before or after the test. Instead, process simulation enhanced students’ confidence in their predictions. These findings suggest that process simulation exercises may be useful learning props for activities that challenge students’ problem-solving skills (e.g., assignments) rather than engage well-practiced study habits (e.g., tests).

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Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis

Abstract: The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription.

Cited by 71 publications

References 61 publications

The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes

The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes

Motivation for Critical Thinking in Nursing Students in Chile

Mental Simulation Effects on Performance: Benefits of Outcome Versus Process Simulations in Online Courses

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