Expectancy-Value and Cognitive Process Outcomes in Mathematics Learning: A Structural Equation Analysis

Autor/in	Phan, Huy P.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Expectancy; Erwartung; Theory; Theorie; Cognitive process; Kognitiver Prozess; Analogiemodell; Likert-Skala
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10