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Changes in motivational beliefs among first year engineering students: Relations to academic achievement and retention status

机译：第一年工程学生中励志信念的变化：与学术成就与保留地位的关系

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Expectancy-value theory has long been used to explain students' academic choices and achievement. Expectations for success and subjective task values are two main components of expectancy-value theory. We focused on three components of subjective task value in the current study: judgments of interest in a domain (interest), judgments of the domain's meaningfulness or consistency with one's identity (attainment value), and anticipated affective drawbacks of engaging in a domain (perceived psychological cost value). Research is needed to examine if and how perceived task value for engineering changes over time and whether those changes influence both achievement and retention in engineering. We hypothesized that increases in interest and attainment value, and decreases in perceived psychological cost value, would be associated with higher academic achievement among undergraduates in engineering and with retention (maintaining enrollment in the college of engineering the following year). Participants in the current study included first-year students from an urban metropolitan university enrolled in a school of engineering (n = 376, 21.8% female) in Fall 2013. Participants completed a self-report survey assessing their motivational beliefs twice during the first semester (Time 1 [T1]: first week of the semester; Time 2 [T2]: thirteenth week of the semester). Interest in engineering was measured by a single item. A five-item scale was used to measure attainment value (AV; internal consistency: α_(T1) = .84, α_(T2) = .91; sample item: "It is important for me to be a person who reasons like an engineer."). A four-item scale was used to measure one component of perceived cost value: psychological cost value (PCV; internal consistency: α_(T1) = .61, α_(T2) = .70; sample item: "I am concerned that I won't be able to handle the stress that might go along with my engineering major."). Academic achievement was measured by first semester overall GPA. A linear regression was conducted to determine if changes in motivational beliefs predicted academic achievement after controlling for general academic ability (ACT composite score). Change scores were calculated for each of the three independent variables by subtracting Time 2 values from Time 1 values. Standardized coefficients represent the association of each independent variable with GPA. Results suggested that changes in these beliefs (interest, attainment value, and perceived psychological cost value) were statistically significantly associated with student academic achievement, consistent with our hypotheses. Specifically, increases in interest in engineering and attainment value for engineering were associated with higher GPA. In contrast, a decrease in perceived psychological cost value (i.e., worrying less about what it means to do poorly in engineering) was associated with higher GPA. We conducted a logistic regression to examine how changes in these task values predicted retention status the following year. After controlling for academic ability (ACT composite score), changes in interest significantly predicted one-year retention status of the participating engineering students.
机译：寿命值理论长期以来一直用于解释学生的学术选择和成就。对成功和主观任务值的期望是期望值理论的两个主要组成部分。我们专注于当前研究中的主观任务价值的三个组成部分：对域名（利息）的兴趣判断，域名的判断是一个人的身份（达到价值）的判断，以及接合域名的预期情感缺点（感知心理成本价值）。需要研究，以检查工程变化的令人留学价值是否随着时间的推移以及这些变化是否会影响工程方面的成就和保留。我们假设有利息和达到价值的增加，并降低了感知的心理成本价值，将与工程学院的大学生学术成果有关，并保留（持续在次年的工程学院招生）。目前研究的参与者包括来自2013年秋季的工程学院（N = 376,21.8％的女性）的一年级大学的一年级学生。与会者在第一学期期间完成了两次评估其激励信念的自我报告调查（时间1 [T1]：学期的第一周;时间2 [T2]：学期第十三周）。通过单一项目测量了对工程的兴趣。使用五项规模来测量培训值（av;内部一致性：α_（t1）= .84，α_（t2）= .91;样品项目：“这对我来说是一个人的理由工程师。”）。四项规模用于测量感知成本值的一个组成部分：心理成本值（PCV;内部一致性：α_（t1）= .61，α_（t2）= .70;样品项目：“我担心我将无法处理可能与我的工程专业相伴的压力。“）。学术成就是通过整体GPA的第一学期来衡量的。进行线性回归，以确定激励信念的变化是否预测了控制一般学术能力（ACT综合评分）后的学术成就。通过从时间1值中减去时间2值来计算三个独立变量中的每一个计算变更分数。标准化系数表示每个独立变量与GPA的关联。结果表明，这些信念（兴趣，达到价值和感知心理成本价值）的变化与学生学术成就有统计大大相关，与我们的假设一致。具体地，工程兴趣的增加和工程率的价值与更高的GPA相关。相比之下，感知心理成本价值（即，令人担忧的是，在工程中令人担忧的意义）与更高的GPA有关。我们进行了一个逻辑回归，以检查这些任务值如何在次年预测保留状态。控制学术能力（法案综合评分）后，利息的变化显着预测了参与工程学生的一年保留状态。

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