Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation

Gorges J, Weidner E (2021)
The Journal of Experimental Education.

Zeitschriftenaufsatz | E-Veröff. vor dem Druck | Englisch
 
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Autor*in
Gorges, Julia; Weidner, EnyaUniBi
Abstract / Bemerkung
This study investigated the predictive validity of school-subject-specific self-concepts of ability, intrinsic task values, and cost (operationalized as task effort) for motivation regarding unclassified novel learning content-a fictional project management course-as a function of perceived similarity between school subject and novel learning content. Using an experimental survey design, perceived similarity was induced by presenting a description of the project management course that had some similarity to either mathematics or German (i.e., the school subject). Participants (N = 582) were randomly assigned to one of two experimental conditions (i.e., course description hinting at mathematical versus German-related content). Results from multiple-group structural equation modeling demonstrated that individuals' mathematics-specific self-concept of ability and intrinsic task value predicted their course-specific motivational beliefs only when the course description emphasized mathematical content. Facing mathematical course content, predictive validity of individuals' mathematics-specific self-concept of ability and intrinsic task value, respectively, was higher than their German-specific self-concept of ability and intrinsic task value. Findings regarding cost were less consistent. Results are discussed with regard to expectancy-value theory and task choice in higher and further education.
Stichworte
Cost; intrinsic task value; self-concept of ability; survey experiment; task choice
Erscheinungsjahr
2021
Zeitschriftentitel
The Journal of Experimental Education
ISSN
0022-0973
eISSN
1940-0683
Page URI
https://pub.uni-bielefeld.de/record/2954231

Zitieren

Gorges J, Weidner E. Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation. The Journal of Experimental Education. 2021.
Gorges, J., & Weidner, E. (2021). Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation. The Journal of Experimental Education. https://doi.org/10.1080/00220973.2021.1897775
Gorges, J., and Weidner, E. (2021). Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation. The Journal of Experimental Education.
Gorges, J., & Weidner, E., 2021. Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation. The Journal of Experimental Education.
J. Gorges and E. Weidner, “Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation”, The Journal of Experimental Education, 2021.
Gorges, J., Weidner, E.: Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation. The Journal of Experimental Education. (2021).
Gorges, Julia, and Weidner, Enya. “Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation”. The Journal of Experimental Education (2021).

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