Transcript Expectancy-Value Beliefs as Source of Achievement Motivation

Expectancy-Value Beliefs as sources of Achievement Motivation on
Faculty of Psychology ‘X’ University’s Students
Fifie Nurofia
Faculty of Psychology Maranatha Christiany University
ABSTRACT
INTRODUCTION
To achieve good grades are every student’s wish, but it
can’t always be achieved easily. Interest and Task-Value
beliefs are some of aspects that determine the efforts
students will extend on pursuing their good grade’s goal.
Successful experiences during their study will develop
individual’s judgement of their capabilities. Experiencing
repeated failures, will be perceived as too difficult for
them.
According
to
Expectancy-Value
Model,
achievement motivation is the multiply of expectancy &
value beliefs. Expectancy represents the beliefs that
students would succeed, and the Value components
refer to the Task-Value beliefs as the reasons they might
engage in the domain they choose.
The aim of this research is to describe the source of
achievement motivation through expectancy and value
beliefs using Eccles & Wigfield’s Expectancy-Value
Model (Pintrich & Schunk, 2002). Respondents for this
research were students on the 2nd semester in Faculty
of Psychology. They were 105 students filling 34 items
of self administering questionnaire’s that developed by
the researcher in accordance with the Expectancy-value
Model. Validity test’s results in expectancy beliefs were
0.690–0.751, and for Task-Value beliefs were 0.6840.876. The reliability test results in expectancy and task
value beliefs were 0.777 and 0.890
Research’s results showed that 48.57% students
have strong level of expectancy value beliefs to
succeed, and 51.43% have mild level of expectancy
value belief. Students with strong task value beliefs,
supported by the four aspects, which were attaintments
value belief (they belief that to be succeeded in the
study of psychology are important, interest (they have
strong interest to study psychology), perceived the utility
value (studying psychology could support their future life
for finding jobs), and perceived cost (they are willing to
allocate their resources like spends more times for
studying instead of spend leisure times with friends).
Additional results showed the achievements students
achieved until this 2nd semester were 41.9% with
‘excellent’ grade (GPA above 3.00 – 4.00), 46.67% with
‘good’ grade (GPA 2.50 – 2.99, 9.52% with ‘average’
grade (GPA 2.00 – 2.49), and the ‘need improvement’s
grade (GPA 1.50-1.99) were 1.9%. Tracing to student’s
social environments like most of family’s profession
(entrepreneur, employees, etc) resulted no clear distinct
on expectancy value beliefs and/or task value beliefs’
levels.
Motivational beliefs are an important aspect of academic
learning. The factors combine to create two general sources
of motivation: students’ expectation of success and the value
that students place on a goal. Expectancy construct is the
probability of success, and the task value is incentive value
Viewing motivation in this way is often called the
expectancy-value model of motivation (Wigfield & Eccles,
2002; Wigfield, Tonk, & Eccles, 2004), and sometimes
written with a multiplicative formula: expectancy x value =
motivation. The relationship between expectation and value
is “multiplicative” rather than additive because in order to be
motivated, it is necessary for a person to have at least a
modest expectation of success and to assign a task at least
some positive value. The probability of success consist of
expectancy for success, task specific self-concept, and
perceiving of task difficulties. While Incentive Value consist
of importance of task (how someone value the task),
interest, utility value and perceived cost
GPA is the result as being motivated, and has important
meaning for students. It reflects their achievements during
their study. Achieving high/low GPA is a result from student’s
expectancy x value beliefs. Environmental factors
influencing their motivational beliefs are social world like
family, teachers & friends social-psychological conditions.
RESULTS
DISCUSSION
• Student’s Motivational Beliefs Level (tables)
• Motivational beliefs are not congruent with students
GPA’s achievement.
• students with high level of motivational beliefs, are
also have high level of expectancy beliefs and taskvalue beliefs
• students with high level of Expectancy beliefs (high
probability of success, supported by high expectancy
for success, task specific self-concept, and
perceiving of task difficulties .
•Students with high level of (Task-Values beliefs)
Incentive Values, have high levels of Attainments
value & Utility Value, but they have no firm interest in
the subject they study; they also easily distracted by
friends and activities that inconsistence with studying
• Students are in the 2nd semester, which are not yet
recognize deep enough to the subject they study
• the influence of environments toward levels of
motivational beliefs are not clear distinct
• Their ages are in late adolescent stage,
characterized by their instability on activities they
want to engage.
METHODS AND ANALYSIS
CONCLUSIONS
Research method : descriptive
Tools : self administering questionnaire with 34 items,
developed by researcher in accordance with The
Expectancy-value Model (Pintrich & Schunk, 2002)
Expectancy beliefs consist of Expectancy for
success, Task specific self concept, & Perception of
task difficulty
Task Value beliefs consist of Attainment Value,
Interest, Utility value, & Perceived Cost
Motivational beliefs are certainly supported by the
expectancy beliefs (probability of success) & TaskValue beliefs (incentive value), but fail to predict the
achievement of 2nd semester’s student’s GPA. The
length of their 1 year’s study, explains how they have
been known only small parts of the subject, and
accordingly their interest have not firmly formed; and
they have not ready to dedicate most of their times,
energy to activities on studying.
Sample size : 105 students on 2nd semester
Validity test’s results :
• expectancy beliefs 0.690–0.751
• Task-Value beliefs 0.684-0.876.
Figure 1. Label in 24pt Arial.
Figure 2. Label in 24pt Arial.
90
A
80
B
C
70
CONTACT
Fifie Nurofia
Faculty of Psychology Maranatha
Christiany University
[email protected]
+62816601363
Poster Design & Printing by Genigraphics® - 800.790.4001
The reliability test results :
• Expectancy beliefs 0.777
• Task value beliefs 0.890
Patient 1
60
50
East
West
North
40
30
Patient 2
Patient 3
20
Data analysis :
• distribution of frequency
• crosstabulation
Patient 4
10
0
1st Qtr
2nd Qtr
3rd Qtr
4th Qtr
Chart 1. Label in 24pt Arial.
Table 1. Label in 24pt Arial.
D
REFERENCES
1. Pintrich & Schunk (2002). Motivation in Education – theory,
research, and applications, 2nd edition, Pearson Education, Inc.,
Upper Saddle River, New Jersey 07458.
2. Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to
succeed. In W. Damon (Series Ed.) and N. Eisenberg (Vol. Ed.),
Handbook of child psychology (5th ed., Vol.III, pp. 1017–1095).
New York: Wiley.