The multiplicative function of expectancy and value in predicting engineering students' choice, persistence, and performance
The multiplicative function of expectancy and value in predicting engineering students' choice, persistence, and performance
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DOI：
10.1002/jee.20456
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发表时间：
2022-02-22
影响因子：
3.4
通讯作者：
Linnenbrink-Garcia, Lisa
中科院分区：
文献类型：
--
作者：
Lee, You-kyung;Freer, Emily;Linnenbrink-Garcia, Lisa
背景当学生都认为自己有能力取得成功(期望)，并认为任务有趣、重要和有用(价值)，或者在努力、失去机会和心理压力(感知成本)方面成本较低时，他们更有可能坚持下去。以前的研究还没有检验这些动机信念是否协同预测与工程相关的结果；研究这种协同对于理解多种形式的动机如何结合来支持工程坚持性至关重要。目的/假设我们测试了工程学学业自我效能感(期望)、价值/成本及其相互作用如何预测与工程学相关的结果。我们假设，在预测工程坚持性和学业成功方面，自我效能感和价值/成本之间存在显著的交互作用。设计/方法结构方程模型被用来调查自我效能感与价值/成本(兴趣、成就和效用价值；机会、努力和心理成本)之间的潜在交互作用，以预测一年级工科本科生(n=2420)的职业意向、对工科研究生的渴望、工科保留率以及工科基础课程的成绩。结果自我效能感与价值观(兴趣和效用)之间存在显著的交互作用，而自我效能感和获得价值或成本之间没有显著的交互作用。与感觉有能力或只看重工程相比，对工程能力的感觉和对工程的高度重视同时与更高的工程坚持性有关。结论这些发现有助于更准确地理解每种类型的价值和成本在预测远期结果中的作用，并通过强调在干预支持工程持久性时支持预期和价值的重要性来实践，从而有助于期望价值理论。
Background Students are more likely to persist when they both perceive themselves as capable of success (expectancy) and perceive tasks to be interesting, important, and useful (values) or less costly in terms of effort, lost opportunities, and psychological stress (perceived costs). Prior research has not examined whether these motivational beliefs synergistically predict engineering-related outcomes; studying such synergy is critical for understanding how multiple forms of motivation combine to support engineering persistence. Purpose/Hypothesis We tested how engineering academic self-efficacy (expectancy), values/costs, and their interaction predicted engineering-related outcomes. We hypothesized that there would be significant interactions between self-efficacy and values/costs in predicting engineering persistence and academic success. Design/Method Structural equation modeling was used to investigate latent interactions between self-efficacy and values/costs (interest, attainment, and utility values; opportunity, effort, and psychological costs) in predicting career intentions, aspirations for engineering graduate school, and engineering retention, and grades in foundational courses for engineering among first-year engineering undergraduates (n = 2420). Results Significant interactions between self-efficacy and values (interest and utility only) were identified, but not for self-efficacy and attainment value or costs. Feeling both competent in engineering and highly valuing engineering were simultaneously related to higher engineering persistence, as compared to either feeling competent or valuing engineering alone. Conclusions The findings contribute to expectancy-value theory by providing a more precise understanding of the role of each type of value and cost in predicting distal outcomes, and practicing by highlighting the importance of supporting both expectancy and values when intervening to support engineering persistence.