The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions

“…are recommended to evaluate the proposed effects on emotions over time and provide empirical support for the hypothesized directionality of achievement goals and the proposed mediators [cf. cross-sectional research by Plante et al (2012) on the directionality of expectancy-value cognitions and achievement goals].…”

Section: Study Limitations and Implicationsmentioning

confidence: 99%

Achievement goals and emotions: The mediational roles of perceived progress, control, and value

Hall

Sampasivam

Muis

et al. 2016

Brit J of Edu Psychol

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“…Expectancy‐value theory describes motivation—which predicts academic choices and behaviours—as reasons students believe an academic task is important to them (Eccles & Wigfield, ). Our study is based on expectancy‐value theory because, of these three theories, achievement goal theory and expectancy‐value theory are predominant in motivational studies (Plante, O'keefe, & Théorét, ). From these three, we selected expectancy‐value theory, because in MOOCs participation is voluntary and task valued in this theory is especially relevant for research trying to explain people's voluntary engagement in learning (Wigfield & Eccles, ).…”

Section: Literature Reviewmentioning

confidence: 99%

What motivates enrolment in programming MOOCs?

Luik¹,

Suviste²,

Lepp³

et al. 2017

Brit J Educational Tech

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Learners who enrol in massive open online courses (MOOCs) have different backgrounds and tend to have different motivations than learners in traditional courses. Based on value-expectancy theory, an instrument was developed to measure motivation for enrolling in a programming MOOC. A study with 1229 adult participants in Estonian-language programming course "About Programming" was conducted to validate the instrument. Results of confirmatory factor analysis validated the 7-factor scale named factors influencing enrolment in MOOC (FIEM). FIEM comprises three factors of expectancies, three factors of values and one factor of social influence. The highest and lowest rated motivational factors influencing enrolment in programming MOOC are discussed in the paper. Interest in and expectations for the course, personal suitability of distance learning and suitability for family and work are the highest-rated motivational factors for those who enrol in MOOC. Usefulness related to own children, social influence and usefulness to related to certification were the lowest rated. The results of this study can be useful for designers of programming MOOCs and the developed scale might be used in future studies.

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“…In accordance to AGT's goal orientations and SDT's needs, expectancies and task-values are conceived as perceptions about the self or activities and are viewed as a more specific ori-entation toward task or activity (Plante, O'Keefe, & Théorét, 2012). The Expectancy-value theory addresses whether or not children desire to participate in an activity and how much effort they are prepared to put into the activity (Eccles et al, 1983;Wigfield & Eccles, 2000).…”

Section: Expectancy-value Theorymentioning

confidence: 99%

Effectiveness of School‐Initiated Physical Activity Program on Secondary School Students' Physical Activity Participation

Gråstén

Yli-Piipari

Watt

et al. 2015

Journal of School Health

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Gråstén, Arto Students' physical activity, physical education enjoyment, and motivational determinants through a three-year school-initiated program Jyväskylä: University of Jyväskylä, 2014, 12 p. (+ included articles) (Studies in Sport, Physical Education, and Health ISSN 0356-1070; 205) ISBN 978-951-39-5713-1 (nid.) ISBN 978-951-39-5714-8 (PDF) Finnish abstract Diss.Patterns of physical activity in adulthood are often established during adolescence, making this an important period for promoting physical activity. To address this, the Sotkamo Physical Activity as Civil Skill Program 2010-2014 was implemented to increase Grade 5 to 9 students' physical activity on a daily basis. The purpose of this study was to examine the effects of program on students' physical activity and enjoyment. Furthermore, the relationship between motivational climate and enjoyment, and the percentages of students who engaged in 60 minutes of moderate to vigorous physical activity on the daily basis were examined.The study comprised 847 students (422 girls, 425 boys) at the age of 12 to 14 years from two school districts, North-East and Central Finland. The program was conducted across three school years including four measurement phases. The dependent variables were self-reported and objectively measured physical activity, and physical education enjoyment. Motivational climate, goal orientation, perceived physical competence, intrinsic and extrinsic motivation, expectancy beliefs, subjective task values, and out-of-school physical activity were independent variables. Background variables were gender, grade, duration of treatments, and school district.The program including task-involving climate and physical school environment treatment was effective in order to prohibit declining levels of students' physical activity. Students' enjoyment sustained at the same level across the program. Physically active secondary school students valued physical education classes more important than less active students. Furthermore, secondary school boys engaged in more moderate to vigorous physical activity in physical education than girls. In contrast, girls were involved in more out-of-school activity than boys. The major cause of concern arising from the current findings was that girls engaged in up to 26.2% and boys 33.6% of their weekly moderate to vigorous physical activity during only two 45-minute physical education classes. The program increased the proportion of physically active students, the latest measurement revealed that 24% of girls and 33% of boys met the current guidelines.Taken together, increased opportunities for school day physical activities have the potential to affect large number of students and are an efficient strategy for promoting regular physical activity. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting.Keywords: physical activity, enjoyme...

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The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions

Cited by 92 publications

References 67 publications

Achievement goals and emotions: The mediational roles of perceived progress, control, and value

Achievement goals and emotions: The mediational roles of perceived progress, control, and value

What motivates enrolment in programming MOOCs?

Effectiveness of School‐Initiated Physical Activity Program on Secondary School Students' Physical Activity Participation

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