What Predicts Middle School Course Preferences: Expectancy for Success, Task Value, or Academic Achievement?

• In Event: Poster Session 9
  In Poster Session: Motivation in Education Poster Session

Abstract

This study explores what affects course preferences: expectancy for success, value for the subject, or academic achievement? We surveyed 2,424 predominantly Vietnamese and Hispanic middle school students in the fall and spring of the school year. Results indicated that increased value for math significantly boosted the likelihood of students keeping a math class preference and switching from a non-math preference to a math preference from fall to spring. Increased expectancy for success in math showed a similar trend though at a lower magnitude. Changes in math achievement, however, did not influence course preferences, suggesting that task value and expectancy have greater impacts on continued math involvement.

Authors

• Cathy Tran, University of California - Irvine

• AnneMarie M. Conley, University of California - Irvine

• Greg Duncan, University of California - Irvine

• Thurston Domina, University of California - Irvine