Using expectancy-value theory to understand academic self-control

Publication date: December 2018 Source:Learning and Instruction, Volume 58 Author(s): Brian M. Galla, Jamie Amemiya, Ming-Te Wang We applied expectancy-value theory to understand academic self-control. In three studies of middle and high school students (N total = 2620), subjective values, but not expectancy beliefs, predicted motivation and behavior toward academic activities over alternative activities. Moreover, results showed that intrinsic value was a stronger incremental predictor of academic self-control compared to utility value. Study 1 used experience sampling and showed that momentary perceptions of intrinsic value were more strongly associated with motivational conflict during engagement in academic activities compared to perceptions of utility value. Study 2 used daily diaries and demonstrated that intrinsic value predicted greater self-control for homework over 14 days. Study 3 was a longitudinal study that showed the proposed framework generalized across math and science: Compared to utility value, intrinsic value of math and science were more strongly associated with academic self-control in each subject. Collectively, results suggest that enhancing enjoyment of academics may encourage greater self-control.
Source: Learning and Instruction - Category: Psychiatry & Psychology Source Type: research

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