Motivational Beliefs Research Articles

Relating university students’ online self-regulated English learning to motivational beliefs: a structural equation modelling analysis

ABSTRACT This study investigated university students’ online self-regulated English learning (OSEL) and related it to their motivational beliefs in order to probe important psychological factors that may predict how students use self-regulated strategies to facilitate their online English learning. The data was gathered from 337 Thai university nursing students. The instruments used in this study were validated to measure motivational beliefs and OSEL in the context of Thai university students. All motivational belief factors were significantly associated with OSEL. The results of confirmatory factor analysis (CFA) indicated that the construct validity of the questionnaire items was acceptable. Furthermore, the structural modelling analysis (SEM) showed that intrinsic value and cost were significant predictors of all OSEL strategies, namely, behavioural strategies, goal setting, and environment structuring. Meanwhile, academic self-efficacy and attainment value were positively related to certain OSEL factors. Implications for enhancing students’ motivation and self-regulation in online language learning as well as directions for further investigations are discussed.

Training on Reporting and Data System (RADS) for Somatostatin-Receptor Targeted Molecular Imaging Can Reduce the Test Anxiety of Inexperienced Readers

PurposeFor somatostatin receptor (SSTR)-positron emission tomography/computed tomography (PET/CT), a standardized framework termed SSTR-reporting and data system (RADS) has been proposed. We aimed to elucidate the impact of a RADS-focused training on reader’s anxiety to report on SSTR-PET/CT, the motivational beliefs in learning such a system, whether it increases reader’s confidence, and its implementation in clinical routine.ProceduresA 3-day training course focusing on SSTR-RADS was conducted. Self-report questionnaires were handed out prior to the course (Pre) and thereafter (Post). The impact of the training on the following categories was evaluated: (1) test anxiety to report on SSTR-PET/CT, (2) motivational beliefs, (3) increase in reader’s confidence, and (4) clinical implementation. To assess the effect size of the course, Cohen’s d was calculated (small, d = 0.20; large effect, d = 0.80).ResultsOf 22 participants, Pre and Post were returned by 21/22 (95.5%). In total, 14/21 (66.7%) were considered inexperienced (IR, < 1 year experience in reading SSTR-PET/CTs) and 7/21 (33.3%) as experienced readers (ER, > 1 year). Applying SSTR-RADS, a large decrease in anxiety to report on SSTR-PET/CT was noted for IR (d = − 0.74, P = 0.02), but not for ER (d = 0.11, P = 0.78). For the other three categories motivational beliefs, reader’s confidence, and clinical implementation, agreement rates were already high prior to the training and persisted throughout the course (P ≥ 0.21).ConclusionsA framework-focused reader training can reduce anxiety to report on SSTR-PET/CTs, in particular for inexperienced readers. This may allow for a more widespread adoption of this system, e.g., in multicenter trials for better intra- and interindividual comparison of scan results.

Structural relationships of metacognitive and motivational beliefs with students' procrastination based on the mediating role of learning strategies

Structural relationships of metacognitive and motivational beliefs with students' procrastination based on the mediating role of learning strategies

Inquiry of dysfunctional motivational beliefs based on data foundation theory

Inquiry of dysfunctional motivational beliefs based on data foundation theory

Coparenting and parental involvement in education: the mediating role of motivational beliefs

ABSTRACT This study aimed to examine parental involvement in early childhood education in relation to coparenting relationships and motivational beliefs regarding parental involvement in education. In line with the aim of the study, an explanatory correlational research design was adopted. The data for the study was gathered from 1,618 heterosexual parents of preschoolers in Turkey through multiple data collection instruments: a demographic information form, the Coparenting Relationship Scale, the Role Activity Beliefs Scale, the Self-Efficacy Beliefs Scale, and the Family Involvement Questionnaire. To address the aim of the study, an initial and a final model were created and tested, to explore the direct and indirect relationships between the study variables. These models first explored whether coparenting predicted motivational beliefs and parental involvement and, second, investigated motivational beliefs as mediators of the relationships between the quality of coparenting and the levels of parental involvement in education. The results of the analysis indicated that coparenting support was directly and positively linked to role activity and self-efficacy beliefs; however, coparenting undermining was directly and negatively linked to self-efficacy beliefs, school-based involvement, and home-based involvement. Role activity and self-efficacy beliefs fully mediated the relationship between coparenting support and parental involvement. Moreover, self-efficacy partially mediated the relationship between coparenting undermining and parental involvement. In conclusion, the current study revealed that the qualified relationships between parents in their parenting, associated with their individual motivational beliefs, can enhance parental involvement in education.

The multiplicative function of expectancy and value in predicting engineering students' choice, persistence, and performance

AbstractBackgroundStudents are more likely to persist when they both perceive themselves as capable of success (expectancy) and perceive tasks to be interesting, important, and useful (values) or less costly in terms of effort, lost opportunities, and psychological stress (perceived costs). Prior research has not examined whether these motivational beliefs synergistically predict engineering‐related outcomes; studying such synergy is critical for understanding how multiple forms of motivation combine to support engineering persistence.Purpose/HypothesisWe tested how engineering academic self‐efficacy (expectancy), values/costs, and their interaction predicted engineering‐related outcomes. We hypothesized that there would be significant interactions between self‐efficacy and values/costs in predicting engineering persistence and academic success.Design/MethodStructural equation modeling was used to investigate latent interactions between self‐efficacy and values/costs (interest, attainment, and utility values; opportunity, effort, and psychological costs) in predicting career intentions, aspirations for engineering graduate school, and engineering retention, and grades in foundational courses for engineering among first‐year engineering undergraduates (n = 2420).ResultsSignificant interactions between self‐efficacy and values (interest and utility only) were identified, but not for self‐efficacy and attainment value or costs. Feeling both competent in engineering and highly valuing engineering were simultaneously related to higher engineering persistence, as compared to either feeling competent or valuing engineering alone.ConclusionsThe findings contribute to expectancy–value theory by providing a more precise understanding of the role of each type of value and cost in predicting distal outcomes, and practicing by highlighting the importance of supporting both expectancy and values when intervening to support engineering persistence.

Valuable but costly? University students’ expectancy-value-cost profiles in introductory chemistry courses

Students’ motivational profiles are of increasing interest due to their utility for understanding students’ complex, heterogeneous motivational experiences and the correlates of such experiences in real-world educational settings. Motivational profiles may be particularly important to consider in large, gateway STEM courses, which can be both costly and valuable to students and are key settings for students’ developing beliefs about themselves in STEM. This study examines motivational profiles of three task values, self-efficacy, and three perceived costs among undergraduate students taking introductory chemistry courses. Using latent profile analysis, we identified four distinct profiles: High Values and Self-Efficacy with Moderate Psychological Cost, Moderate-High Values and Self-Efficacy with Moderate-Low Costs, Moderate-Low All, and Moderate-High All. We further examined demographic predictors and course grades in relation to profile membership. Although gender did not predict profile membership, Asian students were more likely than white students to be in the Moderate-High All, with the highest levels of psychological costs, compared to two other profiles. Students in the Moderate-Low All profile had the lowest course grades, whereas students in the Moderate-High Values and Self-Efficacy with Moderate-Low Costs and High Values and Self-Efficacy with Moderate Psychological Cost profiles had the highest grades. By examining multiple dimensions of cost alongside positive motivational beliefs, this study broadens our understanding of the complex nature of students’ reasons for engaging in STEM studies and the roles of specific cost dimensions for students’ success.

Work motivation and occupational self-efficacy belief to continue working among ageing home care nurses: a mixed methods study

BackgroundIt is important to support ageing home care nurses (HCNs) to remain in work for longer, since the need for home care services is increasing. Personal resources such as self-efficacy belief contribute to work ability, as does work motivation. Few studies have targeted the ageing workers’ self-efficacy belief to manage their final working years. This study explores ageing HCNs’ work motivation, and occupational self-efficacy, i.e. belief in one’s capabilities, to continue working until expected retirement age.MethodsThe design of the study is exploratory using a mixed method with a qualitative to quantitative approach. A total of 234 HCNs answered four open-ended questions from a cross-sectional survey, regarding their work motivation and self-efficacy beliefs. First, data was analysed using manifest qualitative content analysis. Next, a quantitative analysis was performed based on the results of the qualitative study, and the categories that emerged were quantitatively ranked.ResultsThe open-ended questions yielded 2339 utterances. The findings showed that several categories concurrently affected both work motivation and self-efficacy belief. When they were well-functioning, they positively affected both work motivation and self-efficacy belief, and when they were insufficient, they negatively affected either or both motivation and/or belief. Meaningfulness, job satisfaction, social support, and work environmental and organizational characteristics affected work motivation most. Perceived health highly affected the self-efficacy belief to continue working until expected retirement age, as well as meaningfulness of work, support from colleagues and home care managers, and work characteristics.ConclusionsThrough highlighting the meaningfulness of work, and supporting the perceived health, the work community and leadership, both work motivation and self-efficacy belief to continue working might be facilitated among ageing HCNs. However, the still present draining workload must be handled.

Gender Differences in Science Motivational Beliefs and Their Relations with Achievement over Grades 4 and 8: A Multinational Perspective

Gender Differences in Science Motivational Beliefs and Their Relations with Achievement over Grades 4 and 8: A Multinational Perspective

The Association Between Parents’ Growth Mindset and Children’s Persistence and Academic Skills

Parents’ educational beliefs are thought to guide children’s early development in school. The present study explored the association between parent’s growth mindset and elementary school-aged children’s self-reported persistence, as well as teacher-reported reading and math skills in 102 dyads. Findings showed that children self-reported greater persistence when their parents held more growth mindset. Teachers also rated students as more capable readers when their parents endorsed a growth, rather than fixed, mindset. Additional analysis indicated that although the effect of parents’ growth mindset on children’s reading skills became non-significant once SES was controlled, the positive association between parents’ mindset and children’s persistence was unaffected by SES. Our study provides evidence about the intergenerational association of motivational tendencies at an early age, even when children may not be able to develop a coherent system of motivational beliefs of their own.

The relationship between needs, motivations and information sharing behaviors on social media: focus on the self-connection and social connection

PurposeThe purpose of this study is to investigate the factors that influence the information sharing behavior of individuals on social media. Furthermore, the study analyzes the effect that individuals’ self-connection to social media has on information sharing through self-efficacy and the effect of social-connection on information sharing through empathy.Design/methodology/approachA survey questionnaire was developed and distributed to social media users from general participants in the Republic of Korea. A total of 824 valid responses were obtained. Hypotheses were tested using structural equation modeling and applying SmartPLS 3.0.FindingsThe result indicated that individuals are motivated to share information through self-connection and social connection. Furthermore, the mediation analysis revealed that the effect of self-connection on information sharing in social media is mediated by self-efficacy. Also, social connection will increase information sharing not only directly but also indirectly through its positive effect on empathy.Originality/valueThe authors focused on the basic needs of humans and tried to reveal the relationship between human needs and motivational beliefs, which are self-efficacy and empathy, and information sharing behavior on social media. Through the individual's fundamental needs that social media can satisfy, individuals will gain positive psychological benefits through using social media. This study considered what psychological benefits social media can provide.

The effectiveness of metacognition training on motivational beliefs and self-regulated learning strategies of students with learning disorders

Background and Aim: Learning can be considered as the most fundamental process, as a result of which, a helpless and helpless creature, over time and in interaction and physical growth, reaches a transformed person whose cognitive abilities and power of thought knows no bounds. The aim of the current research was to investigate the effectiveness of metacognitive training on motivational beliefs and self-regulated learning strategies of students with learning disabilities. Method: The current research method is practical in terms of purpose and in terms of field situation and in terms of semi-experimental method with a pre-test, post-test design was with the control group and random assignment. The statistical population of this research included all elementary school students aged 10 to 13 with learning disabilities in reading, writing and math in Juybar city in the academic year of 2019-20. Purposive sampling and 30 students were selected as a sample and then randomly assigned 15 students to the experimental group (related to metacognition training) and 15 students to the control group. The experimental group underwent metacognitive training based on Koziak's (2001) model for 10 one-hour weekly sessions; while the control group did not receive any intervention. Also, Harter's motivational beliefs questionnaire (1981) and Ryan and Connell's self-regulated learning questionnaire (1989) were used in the pre-test and post-test stages. Finally, the data were analyzed using univariate and multivariate analysis of covariance and Bonferroni's post hoc test. Results: The results showed that metacognition training has an effect on students' motivational beliefs (F=12.31; P=0.002) and self-regulation learning strategies (F=17.35; P=0.001). Conclusion: It can be concluded that metacognitive training is effective on students' motivational beliefs and self-regulation learning strategies, and this training can be used to reduce students' psychological problems.

The Patterns of Adolescents’ Math and Science Motivational Beliefs: Examining Within–Racial/Ethnic Group Changes and Their Relations to STEM Outcomes

The racial/ethnic disparities and average declines in science, technology, engineering, and mathematics (STEM) motivation during adolescence are worrisome. Although STEM motivational beliefs are theorized to function in conjunction with one another, the unique patterns and how they change over time for different racial/ethnic groups remain understudied. Using data from the High School Longitudinal Study ( N = 18,260), we identified four and five patterns of math and science motivational beliefs in 9th and 11th grade, respectively, and examined their prevalence among Asian, Black, Latina/o, White, and Multiracial adolescents. We found patterns with overall high/low beliefs, patterns with varying levels of motivational beliefs, and patterns characterized by domain differentiation. Then, we charted the stability and changes in those patterns from 9th to 11th grade for each racial/ethnic group and how the patterns at 11th grade were associated with adolescents’ STEM career expectations and high school math and science grade point averages.

Situating Expectancies and Subjective Task Values Across Grade Levels, Domains, and Countries: A Network Approach

In their recently renamed theory, situated expectancy-value theory (SEVT), Eccles and Wigfield (2020) emphasized the importance of situations in influencing individuals’ motivational beliefs and academic choices. Adopting a novel approach—network analysis—this study aimed to examine how situations may impact the associations among expectancies, subjective task values, and achievement from a holistic perspective. In this study, situations were operationalized as grade levels (i.e., 6th –9th grade), subject domains (i.e., language arts and math), and countries (i.e., Finland and Germany). Adolescents from Finland (N = 4,062) and Germany (N = 449) were included in the study. Results showed that, overall, the networks are mostly subject bound, yearly varied, and country specific, supporting the situative nature of SEVT. We also found that expectancies were consistently the closest motivational beliefs to achievement, whereas utility values were the least close, implying that expectancies, not utility, might be the most desirable intervention targets for achievement improvement.

Self-regulated learning strategies and academic performance of accounting students at a South African university

Orientation: Knowledge of a subject and cognitive strategies are usually not enough to increase students’ academic performance; students need also to be motivated to use learning strategies and deal with test and examination anxiety to be successful, especially in their first year of study. Purpose: The purpose of the study was to measure first-year accounting students’ motivational aspects and learning strategies versus academic performance at a South African university. Research questions: Three research questions were used to determine if students were motivated and applied learning strategies to perform in the accounting course: 1) What motivational variables and learning strategies are related to academic performance measuring students’ final Accounting marks, controlling for admission requirements, gender, race, and degree choice? 2) Are prior knowledge demographic and degree choice related to motivational variables and learning strategies? 3) Are motivational variables related to learning strategy variables for Accounting students regarding their Degree choice? Method: A full scale “Motivated Strategies for Learning Questionnaire” (MSLQ) was used to assess accounting students’ (N=617) motivational orientations and their use of different learning strategies for an accounting course. Multiple regression analysis was applied to explore the relationship among the different variables. Findings: The findings of this study are relevant to learning in predicting academic performance of first-year accounting students and relationships between self-regulated learning and students’ degree choice, gender, race, academic performance and admission requirements. Limitation and further recommendation: This study was only deployed to accounting students at one South African university. A further recommendation would be to collaborate with other disciplines and universities to determine if motivational and learning strategies differ from those of accounting students at a South African university. Value of the study and practical implications: The value of the study provides insights and evidence on motivational beliefs and learning strategies of students in accounting studies and how students can improve their academic performance.

Motivational Beliefs, an Important Contrivance in Elevating Digital Literacy Among University Students

Motivational Beliefs, an Important Contrivance in Elevating Digital Literacy Among University Students

Self-regulated learning strategies and academic performance of accounting students at a South African university

Orientation: Knowledge of a subject and cognitive strategies are usually not enough to increase students’ academic performance; students need also to be motivated to use learning strategies and deal with test and examination anxiety to be successful, especially in their first year of study. Purpose: The purpose of the study was to measure first-year accounting students’ motivational aspects and learning strategies versus academic performance at a South African university. Research questions: Three research questions were used to determine if students were motivated and applied learning strategies to perform in the accounting course: 1) What motivational variables and learning strategies are related to academic performance measuring students’ final Accounting marks, controlling for admission requirements, gender, race, and degree choice? 2) Are prior knowledge demographic and degree choice related to motivational variables and learning strategies? 3) Are motivational variables related to learning strategy variables for Accounting students regarding their Degree choice? Method: A full scale “Motivated Strategies for Learning Questionnaire” (MSLQ) was used to assess accounting students’ (N=617) motivational orientations and their use of different learning strategies for an accounting course. Multiple regression analysis was applied to explore the relationship among the different variables. Findings: The findings of this study are relevant to learning in predicting academic performance of first-year accounting students and relationships between self-regulated learning and students’ degree choice, gender, race, academic performance and admission requirements. Limitation and further recommendation: This study was only deployed to accounting students at one South African university. A further recommendation would be to collaborate with other disciplines and universities to determine if motivational and learning strategies differ from those of accounting students at a South African university. Value of the study and practical implications: The value of the study provides insights and evidence on motivational beliefs and learning strategies of students in accounting studies and how students can improve their academic performance.

Effectiveness of Teaching through Peers in Motivational Beliefs and Learning the Heavenly Messages Course of Six Grade Male Students in Farahan City in the Educational Year of 2019-2020

Effectiveness of Teaching through Peers in Motivational Beliefs and Learning the Heavenly Messages Course of Six Grade Male Students in Farahan City in the Educational Year of 2019-2020

Grit, motivational belief, self-regulated learning (SRL), and academic achievement of civil engineering students

ABSTRACT The influence of grit on engineering student’s achievement has been understudied. The association between grit, self-regulated learning (SRL), and academic achievement in civil engineering students was investigated using correlation and regression analysis. One hundred and one civil engineering students from various nationalities completed a self-report questionnaire that contained the Grit 12-item scale and the forty-four questions on motivational beliefs and self-regulated learning practices (MSLQ). Four of the five SRL variables were predicted by perseverance of effort: intrinsic value, self-efficacy, cognitive strategy use, and self-regulation. Initially, perseverance of effort predicted the current grade point average (GPA), but it was no longer a predictor after including SRL indicators. Consistency of interest was a predictor of cognitive strategy usage, but it did not affect students’ academic achievement. GPAs were also predicted by student self-efficacy and age. The connection between academic accomplishment and grit is mediated by SRL engagement. Students’ perceived competency and confidence in completing their degree were shown to be major determinants of their GPA. Furthermore, motivational beliefs had a greater effect on students’ GPAs than grit did. In the majority of the study’s constructs, female students outperformed males. GPAs were higher among younger students than among their older peers.

Pre-service Physics Teachers’ Beliefs about Learning Physics and Their Learning Achievement in Physics

Abstract This study investigates pre-service teachers’ beliefs about learning physics and explores how beliefs correlate with learning achievement as evidenced by conceptual understanding and grades in a year-long physics course. To investigate beliefs about learning physics, 14 second-year pre-service teachers in a teacher training program in South Korea completed a Likert-style questionnaire called the Beliefs About Learning Physics Survey (BAPS). To measure learning achievement, final grades for the physic course were obtained and the Force Concept Inventory (FCI) was used to assess conceptual understanding. Analysis revealed that pre-service physics teachers’ beliefs about learning physics had a positive correlation with conceptual understanding but not with motivational beliefs. Students’ grades in physics had a positive correlation with cognitive beliefs, regardless of changes in pre- and post-test responses. Implications about how to utilize pre-service physics teachers’ beliefs about learning physics as an epistemological resource for teaching and learning physics are discussed.