Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study.

Autor/inn/en	Trautwein, Ulrich; Marsh, Herbert W.; Nagengast, Benjamin; Lüdtke, Oliver; Nagy, Gabriel; Jonkmann, Kathrin
Titel	Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study.
Quelle	In: The journal of educational psychology, 104 (2012) 3, S. 763-777Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/a0027470
Schlagwörter	Erwartung; Kognitive Kompetenz; Leistungsmotivation; Modellbildung; Mathematisches Modell; Norm; Leistung; Leistungsprognose; Modell
Abstract	Examined whether the multiplicative term "expectancy x value" in expectancy-value theory (EVT) can be observed in students. Latent moderated structural equation modeling was used in a sample of 2,508 students (mean age 19 years) at the end of secondary education. Expectancy beliefs in mathematics and english (Selbstbeschreibungsfragebogen für Schüler und Studenten, SDQ III), value beliefs, achievement outcomes (Dritte Internationale Mathematik- und Naturwissenschaftsstudie, TIMSS; Test of English as a Foreign Language, TOEFL), prior achievement (Grade 10 report card), and cognitive abilities (Kognitiver Fähigkeits-Test, KFT 4-12+R) were assessed. Expectancy and 4 facets of value beliefs (attainment, intrinsic, and utility value as well as cost) were found to predict achievement when entered separately into a regression equation. Moreover, in models with both expectancy and value beliefs as predictor variables, the expectancy component as well as the multiplicative term were consistently found to predict achievement positively. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2013/2