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

Abstract

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.

Motivational Beliefs Specific to Business Studies Subfields: Interrelations, Antecedents, and Change in the Introductory Study Phase

“…Comparison of the stability of motivational beliefs documented in this study to Tempelaar et al's (2011) results reveals that motivation becomes more stable rather quickly. Therefore, it is important to seize the opportunity to foster motivation at the beginning of a study program.…”

“…Focusing on both self-concepts in terms of cognitive competence and value, Tempelaar et al (2007Tempelaar et al ( , 2011 investigated subfield-specific motivational beliefs regarding five business studies subfields: Statistics, Finance & Accounting (both related to the mathematical domain), Marketing Management, Organizations & Human Resources Management (HRM; both related to the verbal domain), and Business Strategy (related to both the mathematical and the verbal domain). Confirmatory factor analyses demonstrated subfield-specificity for both cognitive competence and value (Tempelaar et al, 2007).…”

“…In recent years, attempts have been made to integrate the diverse subfields within business studies by modifying the curriculum to increase students' employability in modern companies (Campbell et al, 2006). Critics of this development have argued that the traditional function-based curriculum allows students to quickly develop specialized competences, whereas pedagogical measures may foster teamwork and integrated competence across subfields (Campbell et al, 2006;Tempelaar et al, 2011). From a motivational perspective, students develop subject-specific motivational beliefs even in an integrated curriculum (Jansen, Schroeders, Lüdtke, & Pant, 2014).…”

Gender and Acceptance of E-Learning: A Multi-Group Analysis Based on a Structural Equation Model among College Students in Chile and Spain

“…Beyond the controversy, and the possible desirability of an adapted education for males and females, over the years research has been noting differences between men and women influencing pedagogical issues. For example, the existence of differential attendance rates between male and female students [ 36 ], gender differences in communicative style and approach to study [ 37 ], gender effects in levels of achievement motivations for subjects [ 38 ], whether the impact of social integration on subsequent institutional commitment is conditioned by gender [ 39 ] or the gender gap in study abroad participation [ 40 ]. In relation to e-learning, gender equity is a factor to be considered in designing courses.…”

Temperament and Motivation

“…The association of temperament with avoidance-approach motivation has also been examined in terms of personal goals related to avoidance/approach (Bjørnebekk and Diseth, 2010;Elliot and Thrash, 2002;Heimpel et al, 2006), achievement goals based on the hierarchical model of achievement motivation (Chen and Zhang, 2011), and in the context of the expectancy-value model (Tempelaar et al, 2011). Temperamental Activity, Flexibility, and Task orientation, as well as Neuroticism, Extroversion, and Conscientiousness, have been shown to predict mastery-approach, masteryavoidance, performance-approach, and performanceavoidance goals (Chen and Zhang, 2011).…”