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Expectancy-Value Beliefs as sources of Achievement Motivation on Faculty of
Psychology ‘X’ University’s Students
Fifie Nurofia
Faculty of Psychology Maranatha Christiany University
INTRODUCTION
METHODS AND ANALYSIS
CONCLUSIONS
DISCUSSION
RESULTS
REFERENCES
A B C D Patient 1
Patient 2 Patient 3 Patient 4
Chart 1. Label in 24pt Arial. Table 1. Label in 24pt Arial.
ABSTRACT
CONTACT
Fifie Nurofia
Faculty of Psychology Maranatha
Christiany University
+62816601363
To achieve good grades are every student’s wish, but it can’t always be achieved easily. Interest and Task-Value beliefs are some of aspects that determine the efforts students will extend on pursuing their good grade’s goal. Successful experiences during their study will develop individual’s judgement of their capabilities. Experiencing repeated failures, will be perceived as too difficult for
them. According to Expectancy-Value Model,
achievement motivation is the multiply of expectancy & value beliefs. Expectancy represents the beliefs that students would succeed, and the Value components refer to the Task-Value beliefs as the reasons they might engage in the domain they choose.
The aim of this research is to describe the source of achievement motivation through expectancy and value beliefs using Eccles & Wigfield’s Expectancy-Value Model (Pintrich & Schunk, 2002). Respondents for this research were students on the 2nd semester in Faculty
of Psychology. They were 105 students filling 34 items of self administering questionnaire’s that developed by the researcher in accordance with the Expectancy-value Model. Validity test’s results in expectancy beliefs were 0.690–0.751, and for Task-Value beliefs were 0.684-0.876. The reliability test results in expectancy and task value beliefs were 0.777 and 0.890
Research’s results showed that 48.57% students
have strong level of expectancy value beliefs to
succeed, and 51.43% have mild level of expectancy
value belief. Students with strong task value beliefs, supported by the four aspects, which were attaintments value belief (they belief that to be succeeded in the study of psychology are important, interest (they have strong interest to study psychology), perceived the utility value (studying psychology could support their future life for finding jobs), and perceived cost (they are willing to allocate their resources like spends more times for studying instead of spend leisure times with friends).
Additional results showed the achievements students achieved until this 2nd semester were 41.9% with
‘excellent’ grade (GPA above 3.00 – 4.00), 46.67% with ‘good’ grade (GPA 2.50 – 2.99, 9.52% with ‘average’ grade (GPA 2.00 – 2.49), and the ‘need improvement’s grade (GPA 1.50-1.99) were 1.9%. Tracing to student’s social environments like most of family’s profession (entrepreneur, employees, etc) resulted no clear distinct on expectancy value beliefs and/or task value beliefs’ levels.
•
Student’s Motivational Beliefs Level (tables)
•
Motivational beliefs are not congruent with
students GPA’s achievement.
• students with high level of motivational beliefs, are
also have high level of expectancy beliefs and
task-value beliefs
• students with high level of Expectancy beliefs (high
probability of success, supported by high expectancy
for success, task specific self-concept, and
perceiving of task difficulties .
•Students with high level of (Task-Values beliefs)
Incentive Values, have high levels of Attainments
value & Utility Value, but they have no firm interest in
the subject they study; they also easily distracted by
friends and activities that inconsistence with studying
• Students are in the 2
ndsemester, which are not yet
recognize deep enough to the subject they study
• the influence of environments toward levels of
motivational beliefs are not clear distinct
• Their ages are in late adolescent stage,
characterized by their instability on activities they
want to engage.
Research method : descriptive
Tools : self administering questionnaire with 34
items, developed by researcher in accordance with
The Expectancy-value Model (Pintrich & Schunk,
2002)
Expectancy beliefs consist of Expectancy for
success, Task specific self concept, & Perception of
task difficulty
Task Value beliefs consist of Attainment Value,
Interest, Utility value, & Perceived Cost
Sample size : 105 students on 2
ndsemester
Validity test’s results :
• expectancy beliefs 0.690–0.751
• Task-Value beliefs 0.684-0.876.
The reliability test results :
• Expectancy beliefs 0.777
• Task value beliefs 0.890
Data analysis :
• distribution of frequency
• crosstabulation
M
otivational beliefs are an important aspect of academic
learning. The factors combine to create two general sources
of motivation: students’ expectation of success and the value
that students place on a goal. Expectancy construct is the
probability of success, and the task value is incentive value
Viewing motivation in this way is often called the
expectancy-value model of motivation (Wigfield & Eccles,
2002; Wigfield, Tonk, & Eccles, 2004), and sometimes
written with a multiplicative formula: expectancy x value =
motivation. The relationship between expectation and value
is “multiplicative” rather than additive because in order to be
motivated, it is necessary for a person to have at least a
modest expectation of success and to assign a task at least
some positive value. The probability of success consist of
expectancy for success, task specific self-concept, and
perceiving of task difficulties. While Incentive Value consist
of importance of task (how someone value the task),
interest, utility value and perceived cost
GPA is the result as being motivated, and has important
meaning for students. It reflects their achievements during
their study. Achieving high/low GPA is a result from student’s
expectancy x value beliefs. Environmental factors
influencing their motivational beliefs are social world like
family, teachers & friends social-psychological conditions.
1. Pintrich & Schunk (2002). Motivation in Education – theory,
research, and applications, 2nd edition, Pearson Education, Inc.,
Upper Saddle River, New Jersey 07458.
2. Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Ed.) and N. Eisenberg (Vol. Ed.),
Handbook of child psychology (5th ed., Vol.III, pp. 1017–1095).
[image:1.3456.578.3369.240.2475.2]New York: Wiley.
Figure 1. Label in 24pt Arial. Figure 2. Label in 24pt Arial.
Motivational beliefs are certainly supported by the
expectancy beliefs (probability of success) &
Task-Value beliefs (incentive value), but fail to predict the
achievement of 2
ndsemester’s student’s GPA. The
length of their 1 year’s study, explains how they have
been known only small parts of the subject, and
