Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/14626
Title: Expectancy-value and cognitive process outcomes in mathematics learning: a structural equation analysis
Contributor(s): Phan, Huy (author)orcid 
Publication Date: 2014
DOI: 10.1080/07294360.2013.832161
Handle Link: https://hdl.handle.net/1959.11/14626
Abstract: Existing research has yielded evidence to indicate that the expectancy-value theoretical model predicts students' learning in various achievement contexts. Achievement values and self-efficacy expectations, for example, have been found to exert positive effects on cognitive process and academic achievement outcomes. We tested a conceptual model that depicted the interrelations between the non-cognitive (task value, self-efficacy) and cognitive (deep-learning approach, reflective-thinking) processes of learning, and academic achievement outcomes in mathematics. University students (n = 289) were administered a number of Likert-scale inventories and LISREL 8.80 was used to test various a priori and a posteriori models. Structural equation modeling yielded some important findings: (1) the positive temporally displaced effects of prior academic achievement, self-efficacy expectations and task value on achievement in mathematics, (2) the positive relations between self-efficacy expectations and task values and cognitive process outcomes and (3) the possible mediating role of self-efficacy expectations and task value between prior academic achievement and deep learning, reflective-thinking practice and academic achievement. Overall, our research investigation has provided empirical groundings for further advancement into this area of students' learning.
Publication Type: Journal Article
Source of Publication: Higher Education Research and Development, 33(2), p. 325-340
Publisher: Routledge
Place of Publication: London, United Kingdom
ISSN: 0729-4360
1469-8366
Field of Research (FOR): 130103 Higher Education
170103 Educational Psychology
130199 Education systems not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
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