Exploring the dynamics of situated expectancy-value theory: A panel network analysis

被引:16
|
作者
Beymer, Patrick N. [1 ,4 ]
Benden, Daria K. [2 ]
Sachisthal, Maien S. M. [3 ]
机构
[1] Univ Cincinnati, Cincinnati, OH 45221 USA
[2] TU Dortmund Univ, Dortmund, Germany
[3] Univ Amsterdam, Amsterdam, Netherlands
[4] Univ Cincinnati, Dept Psychol, Edwards Bldg One, 4130B, Cincinnati, OH 45221 USA
关键词
Situated expectancy-value theory; Dynamic processes; Network analysis; Diary study; STEM; ACADEMIC SELF-CONCEPT; TASK VALUES; ATTITUDE NETWORK; TIME-SERIES; MOTIVATION; MODEL; ACHIEVEMENT; ENGAGEMENT; EXPERIENCE; CENTRALITY;
D O I
10.1016/j.lindif.2022.102233
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Students' competence beliefs and task values are proximal psychological predictors of their achievement-related choices and academic achievement. Situated expectancy-value theory (SEVT) suggests that these beliefs are situationally sensitive and interact over short periods of time. In the present study, we explored the dynamic nature of students' situation-specific expectancy-value beliefs in five sections of an introductory calculus course across one semester (11 weeks, N = 429). Using psychometric network analysis, we examined how facets of the SEVT framework are related between persons (i.e., between-person network), within situations (i.e., within-person contemporaneous network), and from one time point to the next across one semester (i.e., within-person temporal network). Results suggested that differences existed among motivational constructs across the three networks in that costs and positively-valenced facets of motivation (i.e., competence and values) were relatively independent of each other within a given situation, but showed some significant cross-lagged effects over time. Our results suggest that interventions to support students in STEM should target positively and negatively valenced constructs (i.e., values and costs).
引用
收藏
页数:12
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