Faming Wang, Ronnel King, Shing on Leung, Chunlian Jiang
{"title":"期望价值信念优化数学成就和学习策略的使用:双因素方法(关于价值和期望的信念优化数学表现和学习策略的使用:双因素方法)","authors":"Faming Wang, Ronnel King, Shing on Leung, Chunlian Jiang","doi":"10.1080/02103702.2022.2149116","DOIUrl":null,"url":null,"abstract":"ABSTRACT Expectancy-value theory mostly focuses on how expectancy and value beliefs are associated with academic achievement. Both expectancy and value beliefs are multidimensional and can be further decomposed into general and specific factors. However, few studies have explored the associations of these general and specific factors with academic achievement and learning strategy use. This study aimed to investigate the bifactor structure of expectancy and value beliefs and investigate the linkages between general and specific expectancy-value factors and mathematics achievement and learning strategy use. Based on the expectancy and value dimensions measured by the Motivated Strategies for Learning Questionnaire (MSLQ), bifactor models were used to analyse the data collected from 563 senior secondary school students in China. Three key findings emerged: (1) both expectancy and value beliefs could be disentangled into general and specific factors; (2) general factors were significantly associated with mathematics achievement and learning strategy use; and (3) the specific factors were positively associated with mathematics learning strategy use but not mathematics achievement. Methodological and practical implications are discussed.","PeriodicalId":51988,"journal":{"name":"Journal for the Study of Education and Development","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Expectancy-value beliefs optimize mathematics achievement and learning strategy use: a bifactor approach (Las creencias sobre los valores y las expectativas optimizan el rendimiento matemático y el uso de estrategias de aprendizaje: un enfoque bifactorial)\",\"authors\":\"Faming Wang, Ronnel King, Shing on Leung, Chunlian Jiang\",\"doi\":\"10.1080/02103702.2022.2149116\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Expectancy-value theory mostly focuses on how expectancy and value beliefs are associated with academic achievement. Both expectancy and value beliefs are multidimensional and can be further decomposed into general and specific factors. However, few studies have explored the associations of these general and specific factors with academic achievement and learning strategy use. This study aimed to investigate the bifactor structure of expectancy and value beliefs and investigate the linkages between general and specific expectancy-value factors and mathematics achievement and learning strategy use. Based on the expectancy and value dimensions measured by the Motivated Strategies for Learning Questionnaire (MSLQ), bifactor models were used to analyse the data collected from 563 senior secondary school students in China. Three key findings emerged: (1) both expectancy and value beliefs could be disentangled into general and specific factors; (2) general factors were significantly associated with mathematics achievement and learning strategy use; and (3) the specific factors were positively associated with mathematics learning strategy use but not mathematics achievement. Methodological and practical implications are discussed.\",\"PeriodicalId\":51988,\"journal\":{\"name\":\"Journal for the Study of Education and Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2023-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal for the Study of Education and Development\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/02103702.2022.2149116\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal for the Study of Education and Development","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02103702.2022.2149116","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Expectancy-value beliefs optimize mathematics achievement and learning strategy use: a bifactor approach (Las creencias sobre los valores y las expectativas optimizan el rendimiento matemático y el uso de estrategias de aprendizaje: un enfoque bifactorial)
ABSTRACT Expectancy-value theory mostly focuses on how expectancy and value beliefs are associated with academic achievement. Both expectancy and value beliefs are multidimensional and can be further decomposed into general and specific factors. However, few studies have explored the associations of these general and specific factors with academic achievement and learning strategy use. This study aimed to investigate the bifactor structure of expectancy and value beliefs and investigate the linkages between general and specific expectancy-value factors and mathematics achievement and learning strategy use. Based on the expectancy and value dimensions measured by the Motivated Strategies for Learning Questionnaire (MSLQ), bifactor models were used to analyse the data collected from 563 senior secondary school students in China. Three key findings emerged: (1) both expectancy and value beliefs could be disentangled into general and specific factors; (2) general factors were significantly associated with mathematics achievement and learning strategy use; and (3) the specific factors were positively associated with mathematics learning strategy use but not mathematics achievement. Methodological and practical implications are discussed.