Expectancy value interactions and academic achievement: Differential relationships with achievement measures

Meyer, Jennifer; Fleckenstein, Johanna; Köller, Olaf

doi:10.1016/j.cedpsych.2019.01.006

Cited by 80 publications

(63 citation statements)

References 73 publications

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“…In future studies, the interaction-terms between expectancy and value could be addressed, which prove worthwhile for performance outcomes (cf. Meyer et al 2019).…”

Section: Discussionmentioning

confidence: 99%

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

et al. 2020

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The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students' demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.

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“…In future studies, the interaction-terms between expectancy and value could be addressed, which prove worthwhile for performance outcomes (cf. Meyer et al 2019).…”

Section: Discussionmentioning

confidence: 99%

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

et al. 2020

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“…Expectancies, which are highly related to self-efficacy, positively relate to interest/ attainment values (Eccles & Wigfield, 1995). Further, students who have high expectancies towards schoolwork and place strong values on it achieve positive academic and developmental outcomes (Muenks et al, 2018;Wang & Degol, 2013; e.g., Kosovich, Flake, & Hulleman, 2017;Meyer, Fleckenstein, & K€ oller, 2019). Unfortunately, as children grow older, both expectancies and interest/attainment values decline (Archambault, Eccles, & Vida, 2010;Durik et al, 2006;Eccles, Midgley, et al, 1993;Jacobs et al, 2002;Spinath & Steinmayr, 2008;Stipek & Mac Iver, 1989;Watt, 2004;Wigfield et al, 1997).…”

Section: Theoretical Expectationsmentioning

confidence: 99%

“…Expectancy-value theory proposes that family background and gender exert social-emotional influences on student motivation (Eccles, Wigfield, Harold, & Blumenfeld, 1993) and empirical studies have found socio-economic status (SES) or gender differences in students' motivational beliefs (Gaspard et al, 2015;Marsh et al, 2005;Watt, 2004). Achievement has also been considered to have a close relation to expectancy (e.g., Marsh & Craven, 2006;Marsh et al, 2018) and value (Guo, Marsh, Parker, Morin, & Dicke, 2017;Seo & Lee, 2018). Thus, we included prior achievement, family context (i.e., family income), and gender as covariates.…”

Section: Current Studymentioning

confidence: 99%

Longitudinal relations between South Korean adolescents’ academic self‐efficacy and values in mathematics and English

Lee

Seo

2020

Brit J of Edu Psychol

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Background. Students' motivation generally declines over time. Some researchers have suggested that the parallel decline in academic self-efficacy and values may be as a result of the longitudinal reciprocal relations between these two motivational constructs. However, little empirical evidence has supported this speculation. Further, all prior evidence has been provided based on samples of students from Western countries (Europe, United States). Aims. The current study was designed to examine the reciprocal relation between academic self-efficacy and values with a sample from another culture, namely South Korea. Sample. We used nationally representative longitudinal data of 6,908 students in seventh grade (M age = 12.83 years). Methods. We analysed the data tracking our sample from 7th grade to 11th grade. Latent cross-lagged models of academic self-efficacy and values in mathematics and English for 5 years were tested, while controlling for gender, achievement, and family income. Results. In both mathematics and English domains, there emerged significant unidirectional paths from prior values to later self-efficacy from Grades 8 to 11. For English, significant unidirectional paths from prior self-efficacy to later values additionally emerged from Grades 8 to 9. That is, significant reciprocity between self-efficacy and values was found for English from Grades 8 to 9. Conclusions. Relatively consistent paths from prior values to later self-efficacy were identified among Korean adolescents, distinct from prior work focusing on students from Western countries. The results underscore the importance of considering different educational contexts and suggest the critical role of values in the development of Korean adolescents' academic self-efficacy.

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“…Students who completed projects maintained similar attitudes, while those whose projects advanced had substantial gains on all three variables. Based on the underlying theory and past research, we would expect these changes to support greater motivation for learning within the domain (Meyer et al, 2019 ). It could also support their interest in a STEM career and motivate them to pursue relevant opportunities (Guo et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Getting Everyone to the Fair: Supporting Teachers in Broadening Participation in Science and Engineering Fairs

et al. 2021

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Science and Engineering (S&E) fairs are a valuable educational activity and are believed to increase students’ engagement and learning in science and engineering. However, due to differences in resources, many schools do not implement fairs to achieve these benefits for their students. This study reports the findings of a program intended to increase the participation of students from low-achieving and under-resourced schools in a regional fair program that feeds into the international fair competition. We found that the number of schools and projects participating in our regional fair increased dramatically since the start of the program. Teachers had mostly positive expectations for the project and expressed buy-in for the effort the project would take. They recruited a diverse pool of students to participate in the school fairs. Quasi-experimental methods allowed us to explore the impact of completing S&E fairs on student gains on science self-efficacy, interest and value perceptions. Controlling for pre-existing differences in these attitudes, we found that students not completing projects showed declines in their science attitudes during the year. Students who completed projects maintained similar attitudes, while those whose projects advanced to the regional fair had substantial gains on all three variables. It is unknown whether this gain can be attributed to the experience of engaging with a quality project, from being the kind of student who completes a quality project, or some other factor. Future research with greater experimental control could address these questions.

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Expectancy value interactions and academic achievement: Differential relationships with achievement measures

Cited by 80 publications

References 73 publications

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

Longitudinal relations between South Korean adolescents’ academic self‐efficacy and values in mathematics and English

Getting Everyone to the Fair: Supporting Teachers in Broadening Participation in Science and Engineering Fairs

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