Antecedents of Academic Engagement: Testing a model based on Expectancy-value theory

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GHODSI AHMAD; TALEPASAND SIAVASH; Mohammad Rezaie ali; MOHAMMADIFAR MOHAMMAD ALI

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Journal: QUARTERLY EDUCATIONAL PSYCHOLOGY Year:2019 | Volume:15 | Issue:51 Page(s): 231-257

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Title

Antecedents of Academic Engagement: Testing a model based on Expectancy-value theory

Author(s)

GHODSI AHMAD | TALEPASAND SIAVASH | Mohammad Rezaie ali | MOHAMMADIFAR MOHAMMAD ALI | Issue Writer Certificate

Keywords

social cultureQ1

cognitive beliefsQ1

motivational beliefsQ2

ecademic engagementQ1

Abstract

The present paper seeks to review the antecedents of academic engagement on the basis of Wigfield-Eccles expectancy-value theory. Accordingly, a model was designed in which social culture was considered as exogenous variable, student's perception of learning environment, attribution style, emotional memory, academic self-concept, expectation of success, and task value as moderator variables, and academic engagement as the consequence. To examine the model, a sample including 710 high school students in grade two and three in the courses of experimental sciences and mathematics in Qom high schools were selected through random sampling. All of them completed the questionnaires of student's interaction with teacher, peers, and parents, student's perception of learning environment, attribution styles, academic self-concept, emotional memory, expectancy-value, and academic engagement. The internal relations of variables were examined by structural equations model and EQS6. 1 software. The findings show that social culture has a direct structural effect on student's perception of learning environment and attribution style, and a positive structural effect on expectation of success and task value through self-concept and emotional memory. Self-concept and emotional memory has also positive structural effect on academic engagement through task value. Only structural effect of self-concept on academic management through expectation of success is not significant. The expectancy-value theory is a suitable model for students' academic engagement. The role and contribution of motivational beliefs and cognitive processes are of importance in explaining academic engagement and the structure of their internal relations.

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APA: Copy

GHODSI, AHMAD, TALEPASAND, SIAVASH, Mohammad Rezaie, ali, & MOHAMMADIFAR, MOHAMMAD ALI. (2019). Antecedents of Academic Engagement: Testing a model based on Expectancy-value theory. QUARTERLY EDUCATIONAL PSYCHOLOGY, 15(51 ), 231-257. SID. https://sid.ir/paper/112091/en

Vancouver: Copy

GHODSI AHMAD, TALEPASAND SIAVASH, Mohammad Rezaie ali, MOHAMMADIFAR MOHAMMAD ALI. Antecedents of Academic Engagement: Testing a model based on Expectancy-value theory. QUARTERLY EDUCATIONAL PSYCHOLOGY[Internet]. 2019;15(51 ):231-257. Available from: https://sid.ir/paper/112091/en

IEEE: Copy

AHMAD GHODSI, SIAVASH TALEPASAND, ali Mohammad Rezaie, and MOHAMMAD ALI MOHAMMADIFAR, “Antecedents of Academic Engagement: Testing a model based on Expectancy-value theory,” QUARTERLY EDUCATIONAL PSYCHOLOGY, vol. 15, no. 51 , pp. 231–257, 2019, [Online]. Available: https://sid.ir/paper/112091/en

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