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Situational expectancies and task values: Associations with students' effort

Article (PDF Available) inLearning and Instruction 47:53–64 · February 2017with574 Reads
DOI: 10.1016/j.learninstruc.2016.10.009
Julia Dietrich at Friedrich Schiller University Jena
  • 22.6
  • Friedrich Schiller University Jena
Jaana Viljaranta at University of Eastern Finland, Joensuu campus
  • 24.9
  • University of Eastern Finland, Joensuu campus
Julia Moeller at University of Leipzig
  • 17.29
  • University of Leipzig
Bärbel Kracke at Friedrich Schiller University Jena
  • 20.91
  • Friedrich Schiller University Jena
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.
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