Jennifer Meyer|Johanna Fleckenstein|Olaf Köller
Expectancy value interactions and academic achievement: Differential relationships with achievement measures
Leibniz Institute for Science and Mathematics Education|University of Applied Sciences and Arts Northwestern Switzerland|Leibniz Institute for Science and Mathematics Education|Leibniz Institute for Science and Mathematics Education
motivation predicts academic achievement beyond cognitive ability expectancy value theory eccles et al 1983 widely accepted powerful approach explaining academic achievement well educational choices attainment recently attention multiplicative term expectancy value beliefs increased trautwein et al 2012 reported detrimental effect high task value expectancy beliefs low aimed replicate extend study using large representative sample students attending upper secondary school german federal state schleswigholstein n 3367 following trautwein et al 2012 applied latent interaction modelling test whether predictive value expectancy value interactions differs grades final examinations standardized test scores measures achievement two domains took multidimensional structure task value consideration analyzing four components attainment intrinsic value utility cost separately verbal nonverbal domain english foreign language mathematics investigated overall results supported trautwein et al 2012 however findings suggested measure domainspecific differences using expectancy value beliefs interactions predict academic achievement interaction terms predicted final examination results english mathematics interaction effects significant grades english mathematics general effect sizes multiplicative terms small especially contrast expectancy beliefs findings discussed regarding practical conceptual importance multiplicative term expectancy value theory applied educational setting