Testing the generalizability of the multiplicative effects of expectancy and value across different ages, genders, and races

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-10-31 DOI:10.1016/j.lindif.2024.102578

Eunjin Seo , You-kyung Lee , Rebecca S. Steingut , Edna C. Alfaro , Kejin Lee

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引用次数: 0

Abstract

This research examines how the multiplicative effect of expectancy and value on achievement-related outcomes differ based on students' individual differences, including age, race, and gender. We analyzed longitudinal data from 10th-grade students (Study 1: n ≈ 10,700) and 3rd-grade students (Study 2: n ≈ 9680) who identified as Black or White. The results indicate that expectancy and value synergistically predict later achievement in adolescents, but not in children. We did not find evidence of different effects based on race or gender. Our findings tentatively indicate that expectancy beliefs closely aligned with their relative achievement levels, along with a clear understanding of value, could enhance the synergistic effects of expectancy and value. The findings challenge the universality of the multiplicative model of expectancy-value theory across different populations and contexts.

Educational relevance and implications statement

The multiplicative model of expectancy and value suggests that when people believe they can succeed (expectancy) and find meaning in a task (value), their achievement gains a boost that surpasses the combined gains from high expectancy and high value considered separately. The current study reveals a synergistic effect, indicating that the combined influence is greater than the individual effects when considered separately, specifically in adolescent students, but not in younger children. These findings imply that the multiplicative model of expectancy-value theory may not apply universally.

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测试预期和价值的倍增效应在不同年龄、性别和种族间的普遍性

本研究探讨了期望值和价值观对成绩相关结果的乘法效应如何因学生的个体差异（包括年龄、种族和性别）而有所不同。我们分析了十年级学生（研究 1：n ≈ 10,700 人）和三年级学生（研究 2：n ≈ 9680 人）的纵向数据，这些学生被认定为黑人或白人。研究结果表明，期望值和价值观可以协同预测青少年日后的成就，但不能预测儿童的成就。我们没有发现因种族或性别而产生不同影响的证据。我们的研究结果初步表明，与相对成就水平密切相关的期望信念，以及对价值的清晰认识，可以增强期望和价值的协同效应。研究结果对期望-价值理论的乘法模型在不同人群和环境中的普遍性提出了质疑。教育意义和影响声明期望和价值的乘法模型表明，当人们相信自己能够成功（期望）并在任务中找到意义（价值）时，他们的成就会得到提升，这种提升超过了单独考虑高期望和高价值所带来的综合收益。目前的研究揭示了一种协同效应，表明综合影响大于单独影响，特别是在青少年学生中，而不是在低年级儿童中。这些发现意味着，期望-价值理论的乘法模型可能并不普遍适用。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).