Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering.
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering.
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DOI：
10.1037/edu0000331
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发表时间：
2019-08
影响因子：
4.9
通讯作者：
Kristy A. Robinson;You‐kyung Lee;Emily A. Bovee;Tony Perez;S. P. Walton;D. Briedis;Lisa Linnenbrink-Garcia
中科院分区：
文献类型：
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作者：
Kristy A. Robinson;You‐kyung Lee;Emily A. Bovee;Tony Perez;S. P. Walton;D. Briedis;Lisa Linnenbrink-Garcia
这项纵向研究调查了工科学生在大学头两年的成功期望(感知能力)、3种类型的任务价值(效用、兴趣、成就)和3种感知成本(机会、努力、心理)的发展。潜在增长曲线模型显示了预期价值和价值的下降，实现价值的下降速度慢于预期、利息价值和效用价值。成本随着时间的推移而增加，努力成本的增长速度快于心理成本。在最初的动机水平上观察到了人口统计学差异，但在随时间变化的速度上没有观察到差异。期望值和价值下降较慢、努力成本上升较慢的学生获得了更高的成绩，更有可能继续攻读工程专业。成就价值模型解释了工科专业留存的最大方差，而期望模型解释了GPA的最大方差。在第一学期而不是晚些时候参加支持性的入门课程与效用价值和成就价值的较慢下降以及努力成本的较慢增长有关。结果表明，期望、价值和成本表现出独特的发展模式，并与预测因素和结果存在独特的关联，扩展了我们对大学早期动机的理论理解。对实践的影响包括承诺通过大学早期的支持性门户课程来支持学生在工程方面的动机的计划努力。(JuncINFO数据库记录(C)2019 APA，保留所有权利)
This longitudinal study investigated development in expectancy for success (perceived competence), 3 types of task value (utility, interest, attainment), and 3 types of perceived cost (opportunity, effort, psychological) for engineering students during their first 2 years of college. Latent growth curve models indicated declines in expectancy and values, with attainment value declining more slowly than expectancy, interest value, and utility value. Costs increased over time, with effort cost increasing more rapidly than psychological cost. Demographic differences were observed in initial levels of motivation, but not in rates of change over time. Students with slower declines in expectancy and value and slower increases in effort cost achieved higher grades and were more likely to remain in an engineering major. The attainment value model explained the largest amount of variance in engineering major retention, while the expectancy model explained the largest amount of variance in GPA. Taking a supportive gateway course in the first semester rather than later was associated with slower declines in utility value and attainment value, and slower increases in effort cost. Results suggest expectancy, values, and costs display unique patterns of development and uniquely relate to predictors and outcomes, extending our theoretical understanding of motivation in early college. Implications for practice include the promise of programmatic efforts to support students’ motivation in engineering through supportive gateway courses early in college. (PsycINFO Database Record (c) 2019 APA, all rights reserved)