Poster #19 - Different Patterns of the Expectancy and Task Value Interaction: Evidence From Multiple Academic Outcomes

• In Event: 31.094 - MTCC Poster Session Six
  In Poster Session: 31.094-6 - Relation of Beliefs, Goals, Emotions, and Educational Interventions to Academic Outcomes

Abstract

Although previous research has showed a meaningful interaction between expectancy and task value, the interaction has never been examined in various types of academic engagement other than achievement and behavioral engagement. We thus aimed to systematically test the interaction on various types of academic outcomes. We used the Korean Educational Longitudinal Study 2005 database, including 6,629 ninth-graders. The results show no significant interaction effect was found on effort and achievement. Second, we found a compensatory effect on rehearsal and a buffering effect on test anxiety. These findings suggested the importance of boosting self-efficacy along with task values and gave a cautionary message to educators for stressing task values especially to low competent students, because the benefit seems to be restricted.

Authors

• Juyeon Song, Korea National University of Education

• Yoonkyung Chung, Inha University