Search results for "expectancy beliefs"
showing 3 items of 3 documents
Children's expectancy beliefs and subjective task values through two years of school-based program and associated links to physical education enjoyme…
2016
Purpose: The present study examined the patterns of children's expectancy beliefs and subjective task values through the Physical Activity as Civil Skill Program and associated links to physical education enjoyment and total physical activity. Methods: The sample comprised 401 children aged 9–13 years from 3 small towns located in North-East Finland. All children received school-based activities across 2-year program from Grades 5 to 7. The present data were collected using questionnaires across 3 measurement phases during 2012–2014. Results: The levels of expectancy beliefs and subjective task values indicated to be relatively high and the development was stable through the program, especi…
Influence of Teacher and Family Support on University Student Motivation and Engagement
2021
Although many studies endorse the notion that the way students perceive support influences their engagement, very few have explored the possible mediator role of intention to learn between these variables. The present work provides new evidence to the existing literature because it analyses the work of intention to learn (measured with expectancy–value beliefs and achievement goals) as a mediating motivational variable in the relation between university students’ external support (teacher and family) and their engagement. The Educational Situation Quality Model (MOCSE, its acronym in Spanish) has employed as a theoretical framework to perform this analysis. A sample of 267 Spanish universit…
Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students Expectancy-Value Beliefs
2017
Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students’ academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students’ expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students’ academic self-efficacy affects student achievement and…