ERIC Number: EJ1024524
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 58
Expectancy-Value and Cognitive Process Outcomes in Mathematics Learning: A Structural Equation Analysis
Phan, Huy P.
Higher Education Research and Development, v33 n2 p325-340 2014
Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model that depicted the interrelations between the non-cognitive (task value, self-efficacy) and cognitive (deep-learning approach, reflective-thinking) processes of learning, and academic achievement outcomes in mathematics. University students ("n" = 289) were administered a number of Likert-scale inventories and LISREL 8.80 was used to test various "a priori" and "a posteriori" models. Structural equation modeling yielded some important findings: (1) the positive temporally displaced effects of prior academic achievement, self-efficacy expectations and task value on achievement in mathematics, (2) the positive relations between self-efficacy expectations and task values and cognitive process outcomes and (3) the possible mediating role of self-efficacy expectations and task value between prior academic achievement and deep learning, reflective-thinking practice and academic achievement. Overall, our research investigation has provided empirical groundings for further advancement into this area of students' learning.
Descriptors: Foreign Countries, Mathematics Achievement, Achievement Need, Self Efficacy, Expectation, Theories, Cognitive Processes, Reflection, Models, Likert Scales, Structural Equation Models, Undergraduate Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire; Study Process Questionnaire