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EXPECTANCY AND MOTIVATION IN REAL LIFE ACHIEVEMENT SITUATIONS
Author(s) -
VOLLMER FRED
Publication year - 1986
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1986.tb02660.x
Subject(s) - expectancy theory , psychology , empirical examination , path analysis (statistics) , developmental psychology , life expectancy , social psychology , demography , statistics , mathematics , population , sociology , economics , classical economics
S ummary . The aim of the present study was to find out to what extent expectancy might determine the amount of independent thinking manifested in an academic examination situation, and whether the latter variable was an independent determinant of grades. Path analysis showed that expectancy did have an indirect effect on grades through independent thinking, but this effect was not very strong. The hypothesis that expectancy measured shortly before an examination is a realistic estimate of pre‐examination knowledge level, and that the expectancy/grade connection may be accounted for by assuming a relation between pre‐examination and examination knowledge levels, found strong support.