高等教育中期望值与价值观的相互作用和辍学意向:学习价值观能否弥补低期望值?

IF 1.7 3区 心理学 Q3 PSYCHOLOGY, EXPERIMENTAL
Jonas Breetzke, Carla Bohndick
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引用次数: 0

摘要

研究强调了期望值与价值观相互作用在预测中学生学业成绩方面的重要性。但是,当学生升入高等教育阶段时,他们的期望值和价值观会发生重大变化--这就凸显了将期望值-价值观相互作用的应用范围扩大到这种情况的必要性。为此,我们研究了高等教育学生的期望和价值观之间的相互作用与学生辍学意向的关系。我们使用潜在调节结构方程模型对 N = 1140 名学生的数据进行了分析。与之前的研究相似,我们发现期望与价值观之间的相互作用与学生的辍学意向有关。但我们发现,与中学中常见的协同交互作用不同,高校学生表现出补偿性交互作用:高学习价值和低成本可以在一定程度上补偿低期望值。此外,应特别关注那些对学习价值认识不足、对成功期望值较低的学生,因为他们表现出的辍学意愿远远超出了以往研究的效果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Expectancy-value interactions and dropout intentions in higher education: can study values compensate for low expectancies?

Expectancy-value interactions and dropout intentions in higher education: can study values compensate for low expectancies?

Research highlights the importance of expectancy-value interactions in predicting secondary-school students’ academic achievement. But as students transition to higher education, their expectancies and values undergo significant changes – highlighting the need to broaden the application of expectancy-value interactions to this context. To address this, we investigate the interactions between higher education students’ expectancies and their values in relation to students’ dropout intention. Data of N = 1140 students were analysed using latent moderated structural equation modelling. Similar to prior research, we find that expectancy-value interactions are related to students’ dropout intention. But rather than the synergistic interactions commonly found in the secondary-school context, we find that higher education students exhibit compensatory interactions: High study values and low costs could, to a certain degree, compensate for low expectancies. Furthermore, special attention should be paid to students who see little value in their studies and have a low success expectation, as they showed dropout intentions that far exceed effects indicated in prior research.

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来源期刊
CiteScore
5.40
自引率
4.20%
发文量
69
期刊介绍: Motivation and Emotion publishes articles on human motivational and emotional phenomena that make theoretical advances by linking empirical findings to underlying processes. Submissions should focus on key problems in motivation and emotion, and, if using non-human participants, should contribute to theories concerning human behavior.  Articles should be explanatory rather than merely descriptive, providing the data necessary to understand the origins of motivation and emotion, to explicate why, how, and under what conditions motivational and emotional states change, and to document that these processes are important to human functioning.A range of methodological approaches are welcome, with methodological rigor as the key criterion.  Manuscripts that rely exclusively on self-report data are appropriate, but published articles tend to be those that rely on objective measures (e.g., behavioral observations, psychophysiological responses, reaction times, brain activity, and performance or achievement indicators) either singly or combination with self-report data.The journal generally does not publish scale development and validation articles.  However, it is open to articles that focus on the post-validation contribution that a new measure can make.  Scale development and validation work therefore may be submitted if it is used as a necessary prerequisite to follow-up studies that demonstrate the importance of the new scale in making a theoretical advance.
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