Adults' learning motivation: Expectancy of success, value, and the role of affective memories
Adults' learning motivation: Expectancy of success, value, and the role of affective memories
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DOI：
10.1016/j.lindif.2011.09.016
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发表时间：
2012-10-01
影响因子：
3.6
通讯作者：
Kandler, Christian
中科院分区：
文献类型：
--
作者：
Gorges, Julia;Kandler, Christian
本研究检验了期望价值理论对成人学习动机的适用性。动机被测量为预期的反应（AR）的德国学生（N = 300）接受他们的指示，英语作为一个新的学习机会。我们使用结构方程模型来验证我们的假设。对成功的期望和学校的价值观预测了当前的期望和价值，这反过来又占了AR方差的64%。此外，我们明确地测试了情感记忆作为价值、成功预期和AR的主要前体的迄今为止被忽视的作用。结果表明，只有负面的情感记忆对AR的直接影响很小，导致AR除了预期和价值的显着增量预测。因此，在中学的动机和经验似乎在成人的学习动机中发挥着至关重要的作用，其中介因素是对学习机会的期望和具体价值。(C)2011 Elsevier Inc. All rights reserved.
The present study tested the applicability of expectancy-value theory to adults' learning motivation. Motivation was measured as the anticipated reaction (AR) of German students (N = 300) to receiving their instructions in English as a new learning opportunity. We used structural equation modeling to test our hypotheses. Expectancies of success and values from school predicted current expectancy and value, which, in turn, accounted for about 64% of variance in AR. In addition, we explicitly tested the hitherto neglected role of affective memories as a major precursor of value, expectancy of success, and AR. Results show a small direct effect of only negative affective memories on AR, leading to a significant incremental prediction of AR in addition to expectancy and value. Thus, motivation and experiences at secondary school appear to play a crucial role in adults' learning motivation, mediated by expectancy and value specific to the learning opportunity. (C) 2011 Elsevier Inc. All rights reserved.