Open AccessUSING THE EXPECTANCY VALUE MODEL OF MOTIVATION TO UNDERSTAND THE RELATIONSHIP BETWEEN STUDENT ATTITUDES AND ACHIEVEMENT IN STATISTICS
Author(s) -
Michelle Hood,
Peter Alexander Creed,
David Lester Neumann
Publication year - 2012
Publication title -
statistics education research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.538
H-Index - 14
ISSN - 1570-1824
DOI - 10.52041/serj.v11i2.330
Subject(s) - psychology , expectancy theory , path analysis (statistics) , attendance , competence (human resources) , academic achievement , statistics , mathematics education , social psychology , mathematics , economics , economic growth
We tested a model of the relationship between attitudes toward statistics and achievement based on Eccles’ Expectancy Value Model (1983). Participants (n = 149; 83% female) were second-year Australian university students in a psychology statistics course (mean age = 23.36 years, SD = 7.94 years). We obtained demographic details, past performance, attitudes, and expectancies in Week 2, and attendance records (effort) and course marks (achievement) at the end of semester. Path analysis was conducted via AMOS 19. The final model fit well and explained 40% of the variance in achievement. Past performance (22%), effort (8%), and expectancies (2%) made significant direct contributions. There were significant indirect contributions by each attitude component. Cognitive competence made the largest indirect contribution.
First published November 2012 at Statistics Education Research Journal: Archives