A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas

Tempelaar, Dirk; Gijselaers, Wim; Loeff, Sybrand Schim van der; Nijhuis, Jan

doi:10.1016/j.cedpsych.2006.10.004

Cited by 100 publications

(81 citation statements)

References 33 publications

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“…Empirical research within the domain of statistics (Dauphinee et al 1997;Hilton et al 2004;Schau et al 1995) supports the distinction of Affect and Value. Earlier research by the authors, Tempelaar et al (2007), provides evidence of the relevance of Schau's model in other domains than statistics. In the framework of theories on learning in academic domains (Alexander 2006;Buehl and Alexander 2009), factors as perceived task difficulty and value are more a domain belief, than a motivation; however, we will mostly address the ensemble of four expectancy-value factors shortly as students' motivations.…”

Section: Schau's Expectancy-value Modelmentioning

confidence: 99%

“…In an earlier study (Tempelaar et al 2007), we established that domain beliefs and motivations in different business subjects are multi-dimensional, i.e. vary over subjects.…”

Section: Research Questionsmentioning

confidence: 99%

“…This decomposition appears not to be invariant over subjects, as does the relationship between student characteristics and these components of motivations. This phenomenon was modeled in Tempelaar et al (2007) as subject-specific relationships between student personality traits and motivations.…”

Section: Research Questionsmentioning

confidence: 99%

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On Subject Variations in Achievement Motivations: A Study in Business Subjects

et al. 2010

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Student achievement motivations are crucial in learning in two ways: as a determinant and an aim of learning. In this study, we focus on two related questions with regard to achievement motivations: to what extent are they subject-specific, and to what extent are they malleable? Answers to both questions are especially important when aiming to influence motivations. Malleability of motivation is studied by designing structural equation models that explain achievement motivation out of the most stable student characteristics one can think of: gender, and personality traits. Subject matter variability is studied by estimating these models for five main subject areas in a business program. The motivation construct we use is based on the expectancy-value model and distinguishes four different facets: cognitive competence, difficulty, task-value and affect. We find evidence for strong subject-specificity and considerable non-malleability of achievement motivation; part of that last aspect is a remarkably constant over-confidence gender gap present in the data of the calibration of competency beliefs and performance in all subject areas.

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Section: Schau's Expectancy-value Modelmentioning

confidence: 99%

“…In an earlier study (Tempelaar et al 2007), we established that domain beliefs and motivations in different business subjects are multi-dimensional, i.e. vary over subjects.…”

Section: Research Questionsmentioning

confidence: 99%

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On Subject Variations in Achievement Motivations: A Study in Business Subjects

et al. 2010

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“…Moreover, students' self-efficacy and intrinsic value scores had strong associations with GA when measured prior to the final examination period in week 10. Consequently, the findings of the present study are linked to the notion of expectancy-value models which emphasize the components of self-efficacy and intrinsic value (Pintrich & De Groot, 1990;Tempelaar et al, 2007). Hence, several variables appear to be of significance to this study, first self-efficacy and intrinsic value.…”

Section: Discussionmentioning

confidence: 90%

“…The need for research in the area has been identified and acknowledged (Pintrich, 2003;Pintrich & Schunk, 2002;Pintrich & Zusho, 2007). This study is an extension of earlier research using static expectancyvalue models (Klomegah, 2007;Pintrich & De Groot, 1990;Tempelaar, Gijselaers, van der Loeff, & Nijhuis, 2007;Wang, Spencer, & Xing, 2009) as it considers the dynamic nature of perceptual change over time. The present study concentrates on several issues, namely students' perception in relation to motivation and self-regulation, the impact of time, and the connection between students' perceptions and their academic achievement.…”

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confidence: 99%

Academic Achievement: Changes in Motivational Beliefs and Self-Regulated Learning Strategies Over Time

Henning

Shulruf

2011

PSYCHOLOGIA -An International Journal of Psychological Sciences

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This study examined motivational beliefs and self-regulated learning strategies and their association with academic achievement. In addition, the changes in students' perceptions of motivation and self-regulation over time were taken into account by considering students' perceptions at weeks 2 and 10 of the 14-week academic semester. The findings of the research found strong associations between the selfregulated learning strategies and motivational beliefs at both the pre-and post stages of measurement. Second, strong associations were found between the post measures of self-efficacy and intrinsic value and grade average formulated at the end of the academic semester. Moreover, students' self-efficacy and intrinsic value scores had strong associations with grade average when measured prior to the final examination period in week 10. Consequently, there is an intriguing interaction between engagement in self-regulated learning strategies at the beginning and end of the semester in terms of driving the corresponding measures of motivational beliefs and their direct affect on academic achievement. Moreover, learning and educational strategies were considered to ameliorate the problems related to sustaining engagement in self-regulated learning strategies over the semester period which affect motivational beliefs and academic achievement.

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The Influence of Personality on the Job Performance of Strategic Account Managers

Mahlamäki¹

2012

Handbook of Strategic Account Management

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A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas

Cited by 100 publications

References 33 publications

On Subject Variations in Achievement Motivations: A Study in Business Subjects

On Subject Variations in Achievement Motivations: A Study in Business Subjects

Academic Achievement: Changes in Motivational Beliefs and Self-Regulated Learning Strategies Over Time

The Influence of Personality on the Job Performance of Strategic Account Managers

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