The Relationship Between Expectancy and Academic Achievement — How Can It Be Explained?

Abstract

Summary. The aim of the present study was to explain the relationship between expectancy and subsequent academic achievement. A modified version of effort calculation theory was used to generate hypotheses regarding determinants and effects of expectancy in the academic achievement situation. The hypothesis that past achievement, work spent in examination preparations, and perceived ability determine both expectancy and later examination performance, and thereby account for the relationship between the latter two variables, did not find support. With preparation work, past grades, and perceived ability controlled, expectancy still related to subsequent grades. The hypothesis that expectancy determines effort expenditure in the examination situation, and thereby grades, was also not supported. It was suggested that expectancy as an expression of self‐confidence might be more strongly related to style of working in an exam situation than to an energy dimension like effort expenditure.

The Relationship between Attitudes toward Foreign Culture and English Proficiency Level in Taiwanese Students of English as a Foreign Language

“…This result conformed to Q1 that students thought of the importance of English when looking for a job. The results were different from Boocock (1972) andVollmer's (1986) studies which showed that parents' or family's expectations had a major effect on children's academic performance. From the aspect of High Proficiency Learners, there was a significant correlation between their scores and attitudes towards culture.…”

Expectations, Aspirations, and Achievement Among Latino Students of Immigrant Families

“…Moreover, Henderson (1988) found this holds true across various social, economic, and ethnic backgrounds, which has been confirmed in numerous studies over multiple decades (Alexander, Entwisle, & Horsey, 1997;Casanova, García-Linares, Torre, & Carpio, 2005;Frome & Eccles, 1998;Goyette & Xie, 1999;Hao & Bonstead-Bruns, 1998b;Räty, 2006;Seginer, 1983;Singh, Bickley, Keith, Keith, Trivette, & Anderson, 1995;Steinberg, Lamborn, Dornbusch, & Darling, 1992;Trusty, 2000Trusty, , 2002Trusty & Harris, 1999;Vollmer, 1986;Wang & Wildman, 1995;Wright, Horn, & Sanders, 1997). Parental expectation is routinely defined as the conviction a parent holds in his or her child's future level of achievement.…”

Context of academic achievement: lessons from Hong Kong

“…Other studies have also found that parental expectations for children's academic success, and parental involvement, are correlated with children's academic achievement (e.g., Chen & Lan, 1998;Dandy & Nettelbeck, 2002;Hao & Bonstead-Bruns, 1998;Hong & Ho, 2005;Stevenson, Lee, Chen, Lummis, et al, 1990;Stevenson & Stigler, 1992;Vollmer, 1986). These studies highlighted the need to include contextspecific factors, alongside students' ability, as predictors of achievement, as proposed by Vygotsky (1978).…”