Abstract
After graduation from high school, individuals may face novel academic tasks for which they have to estimate their motivation (i.e., intrinsic task value [ITV] and academic self-concept [ASC]) prior to task choice. The present study tests the hypothesis that learners draw on—and generalize—established school-based ITV to anticipate ITV of novel academic tasks that are perceived to be similar to known school-related learning contents. First-year students (N=354) rated their ITV and ASC of ability regarding four school subjects and four unknown fields of study, which were differentially related in content to the school subjects. Structural equation modeling revealed that school-subject ITV predicted field-of-study ITV that had been rated to be similar. Analyses including ASC show differential generalization effects for either ITV or ASC for most school-subject/field-of-study combinations. Crossed effects were not significant. Results demonstrate that school-based learning experience contributes to motivation when facing novel academic tasks.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
