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

Autor/inn/en	Gorges, Julia; Weidner, Enya M.
Titel	Motivation toward Novel Learning Content: Testing the Predictive Validity of School-Based Motivation
Quelle	In: Journal of Experimental Education, 91 (2023) 1, S.186-204 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gorges, Julia) ORCID (Weidner, Enya M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2021.1897775
Schlagwörter	Prediction; Validity; Academic Education; Intellectual Disciplines; Novelty (Stimulus Dimension); Learning Motivation; Self Concept; Academic Ability; College Students; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Vorhersage; Gültigkeit; Akademische Bildung; Geisteswissenschaften; Motivation for studies; Lernmotivation; Selbstkonzept; Collegestudent; Ausland; Deutschland
Abstract	This study investigated the predictive validity of school-subject-specific self-concepts of ability, intrinsic task values, and cost (operationalized as task effort) for motivation regarding unclassified novel learning content--a fictional project management course--as a function of perceived similarity between school subject and novel learning content. Using an experimental survey design, perceived similarity was induced by presenting a description of the project management course that had some similarity to either mathematics or German (i.e., the school subject). Participants (N = 582) were randomly assigned to one of two experimental conditions (i.e., course description hinting at mathematical versus German-related content). Results from multiple-group structural equation modeling demonstrated that individuals' mathematics-specific self-concept of ability and intrinsic task value predicted their course-specific motivational beliefs only when the course description emphasized mathematical content. Facing mathematical course content, predictive validity of individuals' mathematics-specific self-concept of ability and intrinsic task value, respectively, was higher than their German-specific self-concept of ability and intrinsic task value. Findings regarding cost were less consistent. Results are discussed with regard to expectancy-value theory and task choice in higher and further education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01