Motivation toward novel learning content: Testing the predictive validity of school-based motivation.

Autor/inn/en	Gorges, Julia; Weidner, Enya M.
Titel	Motivation toward novel learning content: Testing the predictive validity of school-based motivation. Gefälligkeitsübersetzung: Motivation gegenüber neuen Lerninhalten: Prüfung der prädiktiven Validität der schulischen Motivation.
Quelle	In: The journal of experimental education, 91 (2023) 1, S. 186-204 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0973; 1940-0683
DOI	10.1080/00220973.2021.1897775
Schlagwörter	Validität; Einstellung (Psy); Selbstkonzept; Schüler; Schülerleistung; Lernen; Leistung
Abstract	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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/2