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Situational expectancies and task values: Associations with students' effort
ARTICLE

, Institute of Educational Science, Germany ; , Department of Psychology, Finland ; , Yale Center for Emotional Intelligence, United States ; , Institute of Educational Science, Germany

Learning and Instruction Volume 47, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

According to expectancy-value theory, expectancies and task values are precursors for investing effort into learning. To date, it remains largely unknown (1) to what extent expectancies and values change from one learning situation to another and (2) to what extent inter-individual findings reflect intra-individual motivational processes. We applied an intensive longitudinal design in a sample of 155 pre-service teacher students attending a lecture. Across ten lessons with varying topics, students reported three times per lesson on their situational effort, expectancies, task values (intrinsic, attainment, utility), and cost. We used multilevel structural equation modeling with learning situations (L1), nested in topics (L2), and nested in students (L3). The results showed variability on all levels. We found positive associations of effort with task values on each level, positive associations with expectancies on the learning situation and topic levels, and smaller negative associations with cost on the topic level.

Citation

Dietrich, J., Viljaranta, J., Moeller, J. & Kracke, B. (2017). Situational expectancies and task values: Associations with students' effort. Learning and Instruction, 47(1), 53-64. Elsevier Ltd. Retrieved February 22, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2016.10.009

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