Literaturnachweis - Detailanzeige
Autor/in | Phan, Huy P. |
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Titel | Expectancy-Value and Cognitive Process Outcomes in Mathematics Learning: A Structural Equation Analysis |
Quelle | In: Higher Education Research and Development, 33 (2014) 2, S.325-340 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0729-4360 |
DOI | 10.1080/07294360.2013.832161 |
Schlagwörter | Foreign Countries; Mathematics Achievement; Achievement Need; Self Efficacy; Expectation; Theories; Cognitive Processes; Reflection; Models; Likert Scales; Structural Equation Models; Undergraduate Students; Motivated Strategies for Learning Questionnaire; Study Process Questionnaire |
Abstract | Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model that depicted the interrelations between the non-cognitive (task value, self-efficacy) and cognitive (deep-learning approach, reflective-thinking) processes of learning, and academic achievement outcomes in mathematics. University students ("n" = 289) were administered a number of Likert-scale inventories and LISREL 8.80 was used to test various "a priori" and "a posteriori" models. Structural equation modeling yielded some important findings: (1) the positive temporally displaced effects of prior academic achievement, self-efficacy expectations and task value on achievement in mathematics, (2) the positive relations between self-efficacy expectations and task values and cognitive process outcomes and (3) the possible mediating role of self-efficacy expectations and task value between prior academic achievement and deep learning, reflective-thinking practice and academic achievement. Overall, our research investigation has provided empirical groundings for further advancement into this area of students' learning. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |