Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university

Abstract

The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students' demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention.

Motivation matters: predicting students’ career decidedness and intention to drop out after the first year in higher education

“…interest value) corresponds to the value that someone attaches to a task and contains the subfactor students' interest. The interest value refers to the enjoyment felt when performing a task and is synonymous with the intrinsic motivation within self-determination theory (SDT), which has also been shown to be predictive for students' retention and academic development (Deci et al, 1996;Duchatelet & Donche, 2019;Schnettler et al, 2020;Eccles & Wigfield, 2020). Since both theories and empirical studies emphasise the importance of ability beliefs and interest value, we have focused on these two components in this study.…”

“…In contrast, students without a strong belief in their own study-related abilities might report a low degree of career decidedness (Restubog et al, 2010). Interest value might be similar (Mikkonen et al, 2013;Schnettler et al, 2020): Students' low level of interest in their studies might be related to low career decidedness and the intention to drop out. A study investigating Chinese pre-service teachers showed that intrinsic motivation was the best predictor of satisfaction with the chosen profession (An et al, 2020).…”

“…The transitional period from school to university represents the first time when students must make a fundamental career decision. Within university, research showed interest value to be more decisive for students' dropout intention than ability beliefs, which are among the strongest psychological predictors of performance (Perez et al, 2014;Schnettler et al, 2020). Because interest value and ability beliefs are positively related, each exerts both indirect and direct effects on performance and decisions (Wigfield & Cambria, 2010;Wigfield & Eccles, 2000).…”

“…Other studies on students have indicated decreasing intrinsic motivation, especially in the first year at university (Brahm et al, 2017;Busse, 2013). A decrease in motivation is associated with declining career decidedness and eventually dropping out (Heublein et al, 2017;Perez et al, 2014;Schnettler et al, 2020).…”

Miedo al Covid, agotamiento y cinismo: su efecto en la intención de abandono universitario

“…La intención de abandonar los estudios se considera una señal de alerta temprana de la deserción escolar (Brandstätter et al, 2006). Por ello, comprender las variables que la afectan puede facilitar el diseño de servicios de apoyo para evitar el abandono escolar (Schnettler et al, 2020). La intención de abandono debe considerarse un indicador de un patrón de apatía hacia los estudios, el cual, si se manifiesta a través de inasistencia a clases, postergación de trabajos o no presentación de exámenes, puede conducir a la deserción escolar (Moneta, 2011).…”