Abstract
Although there is considerable evidence to support the direct effects of self-efficacy beliefs on academic achievement, very few studies have explored the motivational mechanism that mediates the self-efficacy–achievement relationship, and they are necessary to understand how and why self-efficacy affects students' academic achievement. Based on a socio-cognitive perspective of motivation, this study examines the relationships among academic self-efficacy, students' expectancy-value beliefs, teaching process satisfaction, and academic achievement. Its main aim is to identify some motivational-underlying processes through which students' academic self-efficacy affects student achievement and satisfaction. Student achievement and satisfaction are two of the most important learning outcomes, and are considered key indicators of education quality. The sample comprises 797 Spanish secondary education students from 36 educational settings and three schools. The scales that referred to self-efficacy and expectancy-value beliefs were administered at the beginning of the course, while student satisfaction and achievement were measured at the end of the course. The data analysis was conducted by structural equation modeling (SEM). The results revealed that students' expectancy-value beliefs (Subject value, Process expectancy, Achievement expectancy, Cost expectancy) played a mediator role between academic self-efficacy and the achievement/satisfaction relationship. These results provided empirical evidence to better understand the mechanism that mediates self-efficacy–achievement and efficacy–course satisfaction relationships. The implications of these findings for teaching and learning in secondary education are discussed.
Highlights
Based on a socio-cognitive perspective of motivation, the main purpose of this study is to integrate self-efficacy and expectancy-value beliefs into predicting students’ outcomes at secondary schools
Self-efficacy or personal beliefs of competence is/are considered a salient aspect of self-schemata. Another model that shares similarities with Expectancy-Value Model (E-VM) is the Educational Situation Quality Model (Doménech, 2006, 2011, 2012, 2013; Doménech-Betoret et al, 2014; MOCSE is the acronym in Spanish) because: (a) both models are rooted in the social cognitive perspective of motivation; (b) they emphasize the important role that expectancy-value variables play in predicting students outcomes; (c) self-beliefs constructs are considered important antecedents of expectancy-value variables
0.062 0.056 beliefs in the relationship between students’ academic selfefficacy and student achievement; second, the mediator role played by expectancy-value beliefs in the relationship between students’ academic self-efficacy and student satisfaction with the teaching process
Summary
Based on a socio-cognitive perspective of motivation, the main purpose of this study is to integrate self-efficacy and expectancy-value beliefs into predicting students’ outcomes at secondary schools. One of the most solid proposals that integrate these variables is the social cognitive Expectancy-Value Model (E-VM) of achievement motivation, created by Eccles and her colleagues (Eccles et al, 1983; Wigfield and Eccles, 1992, 2000) based on Atkinson’s (1964) expectancy-value model This complex model includes multiple connections and components that can be classified into three main blocks/categories of variables, arranged in the following sequential order: social world, cognitive processes, and motivational beliefs. All these blocks of variables act directly or indirectly as predictors of students’ achievement behavior, persistence, and choice. Another model that shares similarities with E-VM is the Educational Situation Quality Model (Doménech, 2006, 2011, 2012, 2013; Doménech-Betoret et al, 2014; MOCSE is the acronym in Spanish) because: (a) both models are rooted in the social cognitive perspective of motivation; (b) they emphasize the important role that expectancy-value variables play in predicting students outcomes; (c) self-beliefs constructs (e.g., self-efficacy, self-concept, self-esteem, self-confidence, etc.) are considered important antecedents of expectancy-value variables
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