Examining interactions between baseline expectancy beliefs and task values on weekly motivation in an introductory statistics course

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation Pub Date : 2024-11-01 DOI:10.1016/j.lmot.2024.102068

Patrick N. Beymer, Julie A. Weast-Knapp

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Abstract

Situated expectancy-value theory is one of the most prominent theories for examining students’ motivational beliefs, suggesting that both students’ expectancy beliefs and task values are antecedents of important academic outcomes. Further, interactions between expectancy beliefs and task values often exist and suggest critical theoretical considerations. In this study, we examined how the interaction between students’ baseline expectancy beliefs and task values (utility, attainment, interest, and cost) predicts weekly motivational beliefs in an introductory statistics course for psychology majors in the United States (N = 145) using an intensive longitudinal design. Using multilevel modeling, we found interaction effects of expectancy beliefs x attainment value on weekly competence and cost, expectancy beliefs x anticipated cost on weekly value, expectancy beliefs x interest value on weekly cost. Results suggested that having high baseline value, or low cost, may be unable to buffer against low expectancy beliefs. Theoretical and practical implications are discussed.

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在统计学入门课程中研究基线期望信念和任务价值对每周学习动机的相互作用

情境期望-价值理论是研究学生动机信念的最著名理论之一，该理论认为学生的期望信念和任务价值都是重要学习成绩的前因。此外，期望信念和任务价值之间往往存在相互作用，这也提出了重要的理论思考。在本研究中，我们采用密集纵向设计，考察了在美国心理学专业的统计学入门课程中，学生的基线期望信念和任务价值（效用、成就、兴趣和成本）之间的相互作用如何预测每周的动机信念（N = 145）。通过多层次建模，我们发现了期望信念 x 成就价值对每周能力和成本的交互效应、期望信念 x 预期成本对每周价值的交互效应、期望信念 x 兴趣价值对每周成本的交互效应。结果表明，高基线值或低成本可能无法缓冲低预期信念的影响。本文讨论了其理论和实践意义。

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来源期刊

Learning and Motivation Multiple-

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.