Expectancies, Subjective Task Values, Perceived Work Uncertainty, and Postgraduate Intentions: A Study Among Graduates in Ghana

• In Event: Subjective Task Values and Influences on Their Development From an International Perspective

Abstract

The present research integrates 2 theoretical perspectives: the Eccles expectancy-value model (Eccles, Adler, Futterman, Goff, Kaczala, Meece & Midgley, 1983) and the Jena model of social change and human development (Silbereisen, Pinquart, Reitzle, Tomasik, Fabel & Grümer, 2006). The goal was to investigate the relation between current macro-level socio-economic trends perceived at the individual level and increasing tendencies to pursue postgraduate education and the mechanisms underlying this link, that is, whether the motivational factors; expectancies and subjective values mediate this relation. Final year Ghanaian tertiary students (N=504) were assessed on their perceived work-related uncertainties, expectancies and subjective values and postgraduate intentions among others. Expectancies and subjective values were assessed specific to future work and postgraduate education domains. A mediation relationship was proposed between work uncertainties and postgraduate intentions through expectancies and subjective values.
Preliminary results indicated that the subjective task sub-values; attainment, utility and intrinsic values were indistinguishable and were used in subsequent analysis as a composite value. Possible reasons for this include the extended period between the assessment of the values and the actual projected tasks which makes it more difficult to separate enjoyment (intrinsic value) from personal salience (attainment value) (Battle & Wigfield, 2003). The results of the study showed that in spite of dire labor market conditions, new graduates entertain high expectations of succeeding and reported high valuing of work and further education, pointing to a optimism bias (Arnett, 2000). The participants perceived further education and work as equally valuable and perhaps have intentions of doing both. Those who perceived high work uncertainties also perceived high costs associated with work and further education although cost values, overall, turned out not to be an essential consideration in postgraduate intentions. This was unexpected given the high financial and time commitments needed to pursue a postgraduate education, which points to a somewhat unrealistic outlook. Expectancies and subjective values mediated the relationship between work uncertainties and postgraduate intentions. This means, work uncertainties affected student’s assessments of their success expectations and their task values, which, in turn, was an indicator of whether or not a student intends to further their education. The results generally indicate that the graduates perceive postgraduate education and career advancement as concurrent opportunities to fulfill their value needs, possibly by boosting their employability and lifetime earnings. Other results, limitations and outlook of the study are discussed.

Authors

• Sheriffa Mahama

• Rainer Silbereisen, University of Jena

• Jacquelynne Eccles, University of California - Irvine