Interaction Between Task Values and Self-Efficacy on Maladaptive Achievement Strategy Use

• In Event: Poster Session 12
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

We examined the interaction between task values and self-efficacy on defensive pessimism, academic cheating, procrastination, and self-handicapping in reference to English domain in a sample of 574 11th grade students. Multiple hierarchical regression analyses revealed that task values demonstrated differing patterns in predicting maladaptive achievement strategy use, depending on the level of self-efficacy, with the exception of self-handicapping. When self-efficacy was low, high values tended to increase academic cheating and procrastination, whereas they tended to decrease or have no influence on maladaptive achievement strategy use when self-efficacy was high. In predicting defensive pessimism, high intrinsic value tended to decrease the strategy use. The findings imply downsides of perceiving high values when self-efficacy is low.

Authors

• Jeesoo Lee, Korea University

• Mimi Bong, Korea University

• Sung-Il Kim, Korea University