Poster #10 - Students' Academic Valuing and Success Expectancies: Testing Reciprocal Relationships and Unique Effects on Academic Outcomes

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-1 - Exploring Motivational Constructs in Authentic Academic Settings

Abstract

Academic valuing and success expectancies are critical antecedents of academic outcomes. However, little to no work has examined the theorized reciprocal relationship between these factors that expectancy value theory articulates. Thus, this investigation examines this reciprocity, and the unique longitudinal effects of these factors on participation, achievement, and disengagement. N=1,327 Australian high-school students were examined over two years, via a longitudinal structural equation model comprising cross-lagged panel analysis and autoregression. Valuing (viz., importance valuing) was directionally salient over success expectancies (viz., school completion expectancies). Importance valuing and school completion expectancies predicted declines in disengagement, and school completion expectancies predicted gains in participation and achievement. This indicates that importance valuing may be an effective point of intervention to improve academic outcomes.

Authors

• Emma Conor Burns, University of New South Wales

• Andrew J. Martin, The University of New South Wales

• Rebecca J. Collie, University of New South Wales