Using expectancy-value theory to understand academic self-control
作者： Brian M. Galla , Jamie Amemiya , Ming-Te Wang
DOI: 10.1016/J.LEARNINSTRUC.2018.04.004
关键词:
摘要: Abstract We applied expectancy-value theory to understand academic self-control. In three studies of middle and high school students (Ntotal = 2620), subjective values, but not expectancy beliefs, predicted motivation behavior toward activities over alternative activities. Moreover, results showed that intrinsic value was a stronger incremental predictor self-control compared utility value. Study 1 used experience sampling momentary perceptions were more strongly associated with motivational conflict during engagement in 2 daily diaries demonstrated greater for homework 14 days. 3 longitudinal study the proposed framework generalized across math science: Compared value, science each subject. Collectively, suggest enhancing enjoyment academics may encourage
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