Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation

Gorges, Julia; Weidner, Enya M.

doi:10.1080/00220973.2021.1897775

Cited by 2 publications

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“…Therefore, the predictive validity of school‐subject‐specific motivation should be higher for individuals who perceive a higher similarity and, in turn, lower for individuals who perceive a lower similarity between known and novel learning content. Evidence from a recent study using an experimental manipulation of perceived similarity between known and novel learning content and a fictional course description as novel learning content supports the assumed role of perceived similarity as a moderator of generalization (Gorges & Weidner, 2021). The results documented differential predictive validity of school subject‐specific motivation across experimental groups and across school subjects (i.e., within‐person effects).…”

Section: Introductionmentioning

confidence: 91%

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Motivation towards novel learning content: Perceived similarity of learning content, but not need for cognition, moderates the generalization of motivation

Gorges

Schmidt

2022

Brit J of Edu Psychol

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Background The generalization of established motivation hypothesis states that individuals use established motivational beliefs to predict motivational beliefs regarding novel learning content on the basis of the perceived similarity between academic domains. Aims This study tests the generalization hypothesis by investigating the assumed moderating role of the extent of perceived similarity between known and novel learning content and need for cognition (NFC). Sample(s) Participants were adult students (n = 576) from various study programs (Study 1) and non‐students (n = 628) of whom the majority held at least a bachelor's degree (Study 2). Methods In this prospective correlational survey study, we used online self‐report measures to assess participants’ self‐concept of ability (SCA) and intrinsic task value (ITV) regarding their established and anticipated motivational beliefs regarding a set of school subjects (known learning content) and fields of study (novel learning content), perceptions of similarity, and their NFC. Data was analysed using structural equation modelling with latent interaction variables. Results We found support for the generalization hypothesis and documented that the perceived similarity moderated the generalizing effect (i.e., SCA and ITV had stronger predictive validity for learning content that was perceived as more similar). However, the results obtained for the moderating effect of NFC were mostly nonsignificant. Conclusion Individuals generalize established motivation regarding known learning content to anticipated motivation regarding novel learning content perceived as being similar. The extent of perceived similarity enhances this effect, whereas NFC does not. Future research should address the underlying automatic and deliberate cognitive processes of generalization.

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Section: Introductionmentioning

confidence: 91%

“…Data were collected as part of a larger study (Gorges et al, 2021). Students were recruited using flyers, online social networks, and notice boards at a medium-sized German university.…”

Section: Sample and Proceduresmentioning

confidence: 99%

Motivation towards novel learning content: Perceived similarity of learning content, but not need for cognition, moderates the generalization of motivation

Gorges

Schmidt

2022

Brit J of Edu Psychol

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Entwicklung einer Skala zur Messung subjektiver, impliziter Fähigkeitsüberzeugungen in Statistik

Stappert,

Kiefer,

Wild

et al. 2025

Diagnostica

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Zusammenfassung: Vorgestellt wird die bisher erste Skala zur Erfassung subjektiver Überzeugungen bzgl. der (Un–)‌Veränderbarkeit der individuellen Fähigkeiten in Statistik. Das entwickelte Instrument besteht aus neun vierstufigen Likert-Items; vier Items repräsentieren eine statische, fünf eine flexible Fähigkeitsüberzeugung. Zur Prüfung der faktoriellen Struktur und der psychometrischen Güte werden Fragebogendaten von Studierenden aus einer Explorations- und einer Validierungsstichprobe ( N1 = 150, N2 = 749) herangezogen. Zur Bestimmung der faktoriellen Struktur werden fünf Messmodelle an beiden Datensätzen getestet: Bifaktor-(S-1)-Modelle sowie zweifaktorielle Modelle mit und ohne korrelierte Residuen. Die Ergebnisse sprechen für eine zweidimensionale Struktur der Skala. Für Gesamt- und Subskalen ergaben sich sehr zufriedenstellende interne Konsistenzen. Die divergente Validität der Skala konnte für beide Faktoren bestätigt werden. Die Bestätigung der konvergenten Validität bleibt zunächst auf den Faktor für die statische Überzeugung beschränkt. Neben der ausführlichen Diskussion der Befunde werden abschließend auch Empfehlungen zur Anwendung und weiteren Validierung der Skala formuliert.

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Motivation Toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation

Cited by 2 publications

References 45 publications

Motivation towards novel learning content: Perceived similarity of learning content, but not need for cognition, moderates the generalization of motivation

Motivation towards novel learning content: Perceived similarity of learning content, but not need for cognition, moderates the generalization of motivation

Entwicklung einer Skala zur Messung subjektiver, impliziter Fähigkeitsüberzeugungen in Statistik

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