Probing for the multiplicative term in modern expectancy–value theory: A latent interaction modeling study.

Abstract

In modern expectancy-value theory (EVT) in educational psychology, expectancy and value beliefs additively predict performance, persistence, and task choice. In contrast to earlier formulations of EVT, the multiplicative term Expectancy ϫ Value in regression-type models typically plays no major role in educational psychology. The present study used latent moderated structural equation modeling to explore whether there is empirical support for a multiplicative effect in a sample of 2,508 students at the end of secondary education. Expectancy and four facets of value beliefs (attainment, intrinsic, and utility value as well as cost) predicted achievement when entered separately into a regression equation. Moreover, in models with both expectancy and value beliefs as predictor variables, the expectancy component as well as the multiplicative term Expectancy ϫ Value were consistently found to predict achievement positively.

Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.

“…Methodologically, it is difficult to detect interaction effects in non-experimental designs Marsh, et al, 2013;Nagengast, et al, 2011;Trautwein et al, 2012; also see Appendix A in the Supplemental Materials for BREAKING THE DOUBLE-EDGED SWORD 17 more details). For the present purposes three interaction effects-one each for Waves 1-3-were constructed, based on latent ASC and effort factors and using the latent moderated structural equations (LMS) approach (Klein & Moosbrugger, 2000; incorporated into Mplus.…”

Conditioning factors of test-taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics

“…1). Note that expectancy and value may be positively correlated, but still additively predict performance, as might the interaction term (see Trautwein et al 2012).…”

Who likes to learn new things: measuring adult motivation to learn with PIAAC data from 21 countries

“…Including error correlations in their confirmatory factor analyses lead to an acceptable fit, which, however, is statistically questionable because it indicates that some items share more than what is captured by the one RtL factor. According to Smith et al (2015) the RtL scale with correlated errors shows strong measurement invariance across gender, age groups, (Trautwein et al 2012); mastery goal orientation (Harackiewicz et al 1997) and employment status, although the scale failed to show such invariance across educational levels. Thus, although the six-item scale has successfully been used by M. C. Smith, Rose, Ross-Gordon, and Smith et al (2014) to predict literacy skills above and beyond socio-demographic factors, findings regarding the factorial structure of the RtL scale suggest that-at least in the US sample-it potentially lumps together what are actually two distinct theoretical constructs underlying the six items.…”

“…Motivational measures of the experiential quality of learning primarily tap intrinsic forms of motivation. Accordingly, the wording of this item is close to a typical measure of intrinsic motivation (e.g., Trautwein et al 2012). Items 4 and 5 refer to the satisfaction one gains from task engagement with the purpose of understanding if not mastering difficult things.…”