A profile analysis of online assignment motivation: Combining achievement goal and expectancy-value perspectives

Xu, Jianzhong

doi:10.1016/j.compedu.2021.104367

Cited by 28 publications

(14 citation statements)

References 80 publications

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“…Additionally, researchers may benefit from further scale development in which items are revised to all have mathematics homework as part of the items. Finally, it would be important to validate the HEVCS for college students with online homework assignments, as increasingly more higher education institutions incorporate online assignments in their courses (Xu, 2022), and as online assignments present unique motivational challenges for students (e.g., online temptations; Magalhães et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Taken together, whereas two validation studies on homework do not include the construct of cost (Xu, 2017; Yang & Xu, 2018), the validation study that includes the cost construct focuses on classwork, not homework (Kosovich et al, 2015). As homework poses significant and unique motivational challenges (e.g., loss of valued alternatives, yet without the academic, and social support typically available in the classroom; Coutts, 2004; Katz et al, 2009; Xu, 2020), it would be important to bridge this gap, by including expectancy, value, and cost in the context of homework.…”

Section: Previous Validation Studiesmentioning

confidence: 99%

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Homework Expectancy Value Cost Scale for Middle School Students: A Validation Study

2023

Journal of Psychoeducational Assessment

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We investigated the psychometric properties of the Homework Expectancy Value Cost Scale (HEVCS), using 1,072 Chinese students in Grades 7–8. Results from confirmatory factor analyses (CFA) indicated that the HEVCS included three factors: Homework Expectancy, Homework Value, and Homework Cost. Additionally, no latent mean differences were found across gender and grade level. Furthermore, the HEVCS had adequate to very good reliability estimates. Finally, congruent with theoretical predictions, Homework Expectancy and Homework Value were related positively to homework effort, completion, and mathematics achievement, and negatively to homework procrastination. Homework Cost was related negatively to homework effort, completion, and mathematics achievement, and positively to homework procrastination. Our investigation provides compelling evidence that the HEVCS is a valid scale for assessing homework motivational beliefs.

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Section: Discussionmentioning

confidence: 99%

Section: Previous Validation Studiesmentioning

confidence: 99%

Homework Expectancy Value Cost Scale for Middle School Students: A Validation Study

2023

Journal of Psychoeducational Assessment

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“…Motivation is explicitly linked to students' self-regulation of online assignment behavior. There were added advantages of coordinating both expectancy-value and achievement goal theories while constructing online-based assignment motivation profiles (Xu, 2022). Hassan @ Hussin et al (2021) did a study on gender differences in learning French online based on Vroom's expectancy theory.…”

Section: Statement Of Problemmentioning

confidence: 99%

An Investigation of Learners’ Motivational Drive to Learn Foreign Language: A Look at Vroom’s Expectancy Theory

Amali¹,

Seng²,

Rahmat³

et al. 2023

IJARBSS

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In this globalized world, foreign language learning has become increasingly imperative. Despite the absence of an optimal linguistic environment, a heightened level of motivation is essential for mastering a foreign language. Learners are likely to experience demotivation when they exert significant effort in language acquisition without experiencing immediate improvement in their language proficiency. Consequently, understanding the motivational constructs in foreign language learning, particularly at the onset of the learning process, is vital. To this end, a quantitative study was conducted utilizing Vroom's (1964) expectancy theory and Pintrich and De Groot's (1990) motivational scale theory as the conceptual framework. The study involved administering a 26-item survey, which used 5-point Likert scales to 108 respondents studying French as a foreign language at a beginner level in a Malaysian public university. The survey was divided into four sections: demographic profile, instrumentality, expectancy, and valence. The findings revealed that learners exhibited both intrinsic and extrinsic motivation and had a positive perception of the importance of foreign language acquisition. Additionally, respondents had a strong belief in their ability to attain a high grade through hard work, although the fear of failure negatively impacted their motivation levels. Notably, there was a significant relationship between instrumentality, expectancy, and valence. These findings provide valuable insights into the motivational factors involved in foreign language learning at the beginner level and can potentially contribute to the cultivation of motivation in the foreign language classroom.

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“…The human resources that have an impact on students' performance include the number of teachers and management personnel at the school level (student-teacher ratio, part-time or full-time teacher), the quality (education background [8][9][10], title), the structure (gender [11,12], nation identity [13], teaching age [14], regular staff or not [15], age [16], and the major, subject). At the student level, students' gender [17,18], nation identity [19][20][21], only child or not [22] and learning factors such as self-education expectation [23], learning attitude, extracurricular reading and extracurricular learning [24], parents' educational background [25], educational expectations for their children [26], economic status [25] and peer influence [27] will also affect students' performance. Considering the research purposes of this paper and that primary and secondary school administrators almost also undertake daily teaching but that there is a large difference in the number of teachers between Han and ethnic minorities, family resources and peer influence are included in this study as control variables, the impact of managers' and teachers' students' nationalities structure on students' performance is not considered separately.…”

Section: The Influence Of Student and Teaches Factors On Students' Co...mentioning

confidence: 99%

A Two-Level Hierarchical Linear Model Analysis of the Effect of Teacher Factors, Student Factors, and Facility Conditions on Students’ Cognitive Scores in Rural China

Wang

2022

Sustainability

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Based on the data from the China Education Panel Survey 2013–2014, this study uses a two-level hierarchical linear model to explore the impact of student factors, teacher factors, and facility conditions on students’ cognitive scores and the model’s heterogeneity. Additionally, under the Owen value method, the contribution of teacher and student factors to students’ cognitive scores is much greater than that of facility conditions, and teacher-related factors contribute more to scores than student-related ones. Therefore, teacher and student resources should be given priority in allocating resources to rural education systems, and high-quality teachers, who can have positive impacts on students’ cognitive scores, should be prioritized.

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A profile analysis of online assignment motivation: Combining achievement goal and expectancy-value perspectives

Cited by 28 publications

References 80 publications

Homework Expectancy Value Cost Scale for Middle School Students: A Validation Study

Homework Expectancy Value Cost Scale for Middle School Students: A Validation Study

An Investigation of Learners’ Motivational Drive to Learn Foreign Language: A Look at Vroom’s Expectancy Theory

A Two-Level Hierarchical Linear Model Analysis of the Effect of Teacher Factors, Student Factors, and Facility Conditions on Students’ Cognitive Scores in Rural China

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