Sounds enjoyable—Intrinsic task value regarding novel academic tasks

Gorges, Julia

doi:10.1016/j.lindif.2016.05.005

Cited by 6 publications

(23 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Building on recent findings regarding the differential predictive validity of school subject-specific motivational beliefs for a range of fields of study (Gorges and Göke, 2015; Gorges, 2016a), the present investigation extends the scope of potential influencing factors to motivational beliefs developed from relevant out-of-school experiences. Results provide evidence that motivational beliefs from out-of-school experiences primarily gathered in between graduation from secondary school and the start of the study program and ostensibly related to a novel set of academic tasks are incorporated in guessing one’s future success and task values—in this case business administration links to prior experiences in VET in commercial occupations.…”

Section: Discussionmentioning

confidence: 82%

“…Only recently researchers began investigating task choice motivation via school subject-specific ASC and ITV, and how these predict field-of-study-specific ASC and ITV (Gorges and Göke, 2015; Gorges, 2016a). Reviewing theory and research on the formation of ability beliefs (i.e., expectancy of success reflected by self-concept of ability and self-efficacy; Bandura, 1997; Bong and Skaalvik, 2003; Marsh, 2007) and internal forms of motivation (i.e., intrinsic motivation, interest, and ITV; Ryan and Deci, 2000; Krapp, 2002, 2005; Eccles, 2005), the authors conclude that both constructs are highly subject-specific, and heavily rely on learners’ personal experience with this subject.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

First-Year Students’ Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students’ Out-of-School Experience

Gorges

2017

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

The present study tested how academic self-concept of ability (ASC) and intrinsic task value (ITV) transpose onto novel university programs that depart from traditional subject areas within the framework of expectancy-value theory. The study focused on two potential sources of information used to anticipate one’s ASC and ITV regarding new learning content (here: business administration). First, students’ experiences from secondary school, especially their ASCs and ITVs established in a school subject they consider similar to business administration—mathematics—should predict their business administration-specific ASC and ITV. Second, students may have gained relevant experience in out-of-school settings such as internships with business companies or commercial vocational training prior to entering higher education. ASC and ITV developed from out-of-school experiences was hypothesized to predict students’ business administration-specific ASC and ITV as well. However, the likely mismatch between anticipated and actual experience with new contents should lead to revisions of ASC and ITV after entering university reflected in a presumably lower stability compared to secondary school settings. In addition, the extent of students’ out-of-school experience might act as a moderator. Data were collected from 341 first-year students in higher education in Germany before they began their study program and again 3–4 months later. Confirmatory factor analyses support the discriminant validity of the measures used in the study. Results from structural equation modeling show that students’ ASC/ITV derived from relevant out-of-school experience make an important contribution to their initial business administration-specific ASC and ITV beyond their mathematics-specific ASC/ITV. Furthermore, both business administration-specific ASC and ITV showed significantly lower stability coefficients over the initial study phase than research from secondary school indicating revisions to them via experience. Multiple-group structural equation modeling showed no moderating effect of the extent of students’ out-of-school experience. The discussion focuses on interpretations of the expectancy-value theory that explicitly include motivational beliefs derived from out-of-school settings as antecedents of expectancy and value. With respect to practical implications, results are discussed in the light of student counseling and support to help students develop an adequate picture of a study program’s learning contents and overcome initial motivational setbacks.

show abstract

Section: Discussionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

First-Year Students’ Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students’ Out-of-School Experience

Gorges

2017

Front. Psychol.

Self Cite

View full text Add to dashboard Cite

show abstract

“…So far, empirical findings support the generalization hypothesis. For example, physics-specific self-concept predicted self-concept specific to mechanical engineering (Gorges & Göke, 2015), and mathematics-specific intrinsic task value predicted intrinsic task value specific to business studies (Gorges, 2016).…”

Section: Antecedents Of Students' Self-concepts Of Ability and Intrinmentioning

confidence: 99%

“…As is the case with most studies, existing research investigating the hypothesized processes of generalization and revision in higher education contexts focused on broad (groups of) fields of study (Gorges, 2016(Gorges, , 2017Gorges & Göke, 2015;Musu-Gillette et al, 2015), although fields of study reflect higher-order entities grouping a number of subfields rather than subjects. Nevertheless, at the transition into higher education, students' probably anticipate motivational beliefs specific to the field of study instead of forming motivational beliefs specific to hitherto unknown subfields.…”

Section: Antecedents Of Students' Self-concepts Of Ability and Intrinmentioning

confidence: 99%

“…In students' everyday life at university, lectures and seminars on different specialized subfields (Tempelaar, Gijselaers, van der Loeff, & Nijhuis, 2007;Yeung, Chui, & Lau, 1999) constitute the overall field of study. However, higher education researchers often use fields of study as counterparts of school subjects (Bråten & Olaussen, 2005;Gorges, 2016;Gorges & Göke, 2015;Shernoff & Hoogstra, 2001;Brahm, Jenert, & Wagner, 2017) or focus on groups of fields of study (e.g., into math-intensive versus non-math-intensive; Musu-Gillette et al, 2015). Thus, previous research appears to neglect the subfield-related multidimensionality of motivational beliefs in higher education, that is, the idea that motivational beliefs are specific to subfields of study (i.e., subjects within a study program) in addition to fields of study.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Motivational Beliefs Specific to Business Studies Subfields: Interrelations, Antecedents, and Change in the Introductory Study Phase

Gorges

2019

IJEP

Self Cite

View full text Add to dashboard Cite

In higher education, self-concepts of ability (SCA) and intrinsic task values (ITV) are key determinants of students’ choice of study program and dropout. Both constructs are multidimensional (i.e., specific to curricular learning content) and hierarchically structured (i.e., aggregate into one or more higher-order factors), which is often neglected in higher education research. Therefore, the present study investigated German business studies students’ (N = 375; age: M (SD) = 21.8 (5.51); 59% female) SCAs and ITVs at the level of subfields. Longitudinal data collected at the transition into higher education (t1) and toward the end of the first semester (t2) gave insight into (changes in) interrelations and antecedents of subfield-specific SCAs and ITVs during the introductory study phase, when students likely had to review their hitherto anticipated motivational beliefs. Results from confirmatory factor analyses and structural equation modeling revealed that interrelations of SCAs and ITVs decrease over time. SCAs correlate increasingly strongly within a mathematical and a verbal domain compared to cross-domain correlations. Accordingly, mathematics, but not German SCA, from high school predicts all subfield-specific SCAs at t1, but only mathematical subfield SCAs at t2. The pattern of results for ITVs is less systematic: Mathematics ITV consistently predicted both mathematical subfield ITVs, whereas German ITV predicted law ITV only at t1. Curricular and practical implications of the subfield-specific formation of motivational beliefs at the transition into higher education are discussed.

show abstract

Veränderung der Lern- und Leistungsmotivation bei ersten Unterrichtserfahrungen in einem Erweiterungsfach

Grassinger

Reisch

2023

Zeitschrift für Pädagogische Psychologie

View full text Add to dashboard Cite

Zusammenfassung. Der Fächerkanon, in dem Schülerinnen und Schüler während eines Schuljahres unterrichtet werden, ändert sich während der Schullaufbahn. Wie sich die fachbezogene Lern- und Leistungsmotivation in einem Erweiterungsfach in den ersten Schulwochen in Abhängigkeit erster Unterrichtserfahrungen und in Abhängigkeit der ersten Note bei einer Klassenarbeit im Erweiterungsfach verändert, steht im Fokus der vorliegenden Arbeit. Vor dem Hintergrund eines Erwartungs-Wert-Modells der Lern- und Leistungsmotivation wurden fachbezogen das Fähigkeitsselbstkonzept, die Erfolgserwartung und die subjektiven Werte (persönliche, intrinsische, utilitaristische) der Erweiterungsfächer Physik, Französisch und Latein vor der Erweiterung des Fächerkanons, nach 3 bis 5 Wochen Unterrichtserfahrungen und im Zuge der Rückgabe der ersten Klassenarbeit bei 365 Schülerinnen und Schülern erfasst. Die Analyse der motivationalen Veränderungen erfolgte mithilfe von Neighbor-Change-Modellen. Es zeigte sich, dass vor ersten eigenen Unterrichtserfahrungen das fachbezogene Fähigkeitsselbstkonzept und die Erfolgserwartung im Erweiterungsfach (Physik respektive zweite Fremdsprache) von der Leistung in fachähnlichen Fächern (Mathematik respektive Englisch) beeinflusst sind. Während erster Unterrichtserfahrungen waren positive Veränderungen im Fähigkeitsselbstkonzept und der Erfolgserwartung zu beobachten. Die erste Note im Erweiterungsfach hingegen war mit ungünstigen Veränderungen im Fähigkeitsselbstkonzept, der Erfolgserwartung und dem persönlichen Wert assoziiert.

show abstract

Sounds enjoyable—Intrinsic task value regarding novel academic tasks

Cited by 6 publications

References 27 publications

First-Year Students’ Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students’ Out-of-School Experience

First-Year Students’ Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students’ Out-of-School Experience

Motivational Beliefs Specific to Business Studies Subfields: Interrelations, Antecedents, and Change in the Introductory Study Phase

Veränderung der Lern- und Leistungsmotivation bei ersten Unterrichtserfahrungen in einem Erweiterungsfach

Contact Info

Product

Resources

About