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ERIC Number: EJ1118623
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0022-0973
Processes Involving Perceived Instructional Support, Task Value, and Engagement in Graduate Education
Marchand, Gwen C.; Gutierrez, Antonio P.
Journal of Experimental Education, v85 n1 p87-106 2017
The purpose of this study was to investigate the relations among perceived instructional support (provision of relevance and involvement), subjective task value beliefs (utility, attainment, and intrinsic value), and engagement (behavioral and emotional) over the course of a semester for graduate students enrolled in an introductory research methods course in a college of education (N = 217). Structural equation modeling (SEM) results suggested that each source of perceived support exerted unique influence on students' beliefs about utility value, intrinsic value, and attainment value of their research methods coursework. In turn, midsemester value beliefs predicted semester-end student reports of behavioral and cognitive engagement. Direct and indirect effects between perceived provisions of support and engagement were inconsistent. This study supports the notion that different patterns of predictors and outcomes may occur for different aspects of value beliefs and that multiple sources of instructional support are important for supporting student motivation for adult learners.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A