La Motivación en la Resolución de Problemas Aritmético-algebraicos. Un Estudio con Alumnado de Educación Secundaria

Gasco, Javier; Villarroel, Jose-Domingo

doi:10.14204/ejrep.32.13076

Cited by 14 publications

(7 citation statements)

References 51 publications

(42 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Considerable empirical support for the relation between Expectancy-value beliefs and student engagement can be found for Secondary Education [58][59][60] and University students [61,62], which confirms that beliefs are significant predictors of engage-ment. The results of some studies show that Expectancy-value beliefs strongly influence performance, whereas the subject value of a task considerably impacts choice, effort, and persistence [63,64].…”

Section: Support Resources and Expectancy-value Beliefs And Student Engagementmentioning

confidence: 99%

Influence of Teacher and Family Support on University Student Motivation and Engagement

Descals-Tomás

Rocabert-Beút

Roselló

et al. 2021

IJERPH

View full text Add to dashboard Cite

Although many studies endorse the notion that the way students perceive support influences their engagement, very few have explored the possible mediator role of intention to learn between these variables. The present work provides new evidence to the existing literature because it analyses the work of intention to learn (measured with expectancy–value beliefs and achievement goals) as a mediating motivational variable in the relation between university students’ external support (teacher and family) and their engagement. The Educational Situation Quality Model (MOCSE, its acronym in Spanish) has employed as a theoretical framework to perform this analysis. A sample of 267 Spanish university students completed the questionnaires employed to measure the considered variables at three times. They answered teacher and family support scales when the course began (time 1), intention to learn scales halfway through the course (time 2), and engagement scales when the course ended (time 3). The obtained structural equation models showed a positive and significant effect for teacher and family support on the considered motivational variables (expectancy–value beliefs and achievement goals) and these, in turn, on student behavioral engagement. These results allow us to point out a series of recommendations for university teachers to improve their students’ involvement in their learning process.

show abstract

Section: Support Resources and Expectancy-value Beliefs And Student Engagementmentioning

confidence: 99%

Influence of Teacher and Family Support on University Student Motivation and Engagement

Descals-Tomás

Rocabert-Beút

Roselló

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Research has shown that competence beliefs are related positively to several different dimensions of value within a specific domain, but that the relations involving intrinsic value seem to be the strongest . In crosssectional and longitudinal studies, there is growing evidence of expectancy beliefs having a strong influence on achievement, while value beliefs have stronger influence on choice, effort, and persistence in achievement-related activities (Gasco & Villarroel, 2014;Marsh, Trautwein, Lüdtke, Köller, & Baumert, 2005;Nagengast et al, 2011;Trautwein et al, 2012).…”

Section: Expectancy-value Theorymentioning

confidence: 99%

Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study

Guo

Marsh

Parker

et al. 2015

Learning and Individual Differences

172

104

View full text Add to dashboard Cite

“…Recent cross-sectional and longitudinal studies have found that expectancy beliefs strongly influence achievement, whereas subject value considerably impacts choice, effort and persistence (Nagengast et al, 2011; Gasco and Villarroel, 2014; Guo et al, 2015). …”

Section: Introductionmentioning

confidence: 99%

Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs

2017

View full text Add to dashboard Cite

Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.

show abstract

La Motivación en la Resolución de Problemas Aritmético-algebraicos. Un Estudio con Alumnado de Educación Secundaria

Cited by 14 publications

References 51 publications

Influence of Teacher and Family Support on University Student Motivation and Engagement

Influence of Teacher and Family Support on University Student Motivation and Engagement

Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study

Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-Value Beliefs

Contact Info

Product

Resources

About