Predictors of short-term trajectories of students’ expectancy-value motivational beliefs in introductory calculus courses

Abstract

In the present study, we examined the rate of change among college students’ (N = 429) competence beliefs, interest value, importance value, and four facets of cost measured weekly across a semester of two introductory calculus courses. We also examined how baseline levels of expectancy-value motivational beliefs predicted initial levels and rates of change in weekly expectancy-value beliefs. Results suggested that competence-related beliefs, interest value, and importance value decreased weekly throughout the semester, whereas outside effort and loss of valued alternatives cost increased. Additionally, baseline levels of each task-value-related construct predicted initial weekly levels of their respective constructs, but did not generally predict changes in task values over time. Conversely, baseline competence-related beliefs predicted slower declines in weekly competence-related beliefs, as well as slower declines in importance value and slower increases in outside effort cost, loss of valued alternatives cost, and emotional cost. Finally, baseline importance value predicted larger increases in weekly cost beliefs for all four dimensions of cost that were examined. Together, findings point to the importance of providing early course supports to buffer students against motivational challenges that threaten course participation and performance. Findings also suggest that students’ initial levels of competence-related beliefs are an important buffer against introductory course motivation declining across a semester, whereas initial importance value may have both positive and negative motivational consequences.