A Mixed-Methods Investigation of Heterogeneous Joint Trajectories of Expectancy and Attainment Value in Introductory Chemistry

• In Event: Qualitative and Mixed-Methods Approaches to Studying Motivation

Abstract

Using a situated expectancy-value theory perspective and a convergent mixed methods design, we examined trajectories of expectancy for success and attainment value in introductory chemistry courses. Growth mixture modeling yielded four classes with unique patterns of expectancy and value over time. Perceptions of motivational climate predicted trajectory class membership; classes also significantly differed on grade and major outcomes. Qualitative analyses uncovered further insights about how students experience motivational supports; most motivational experiences appeared to be equally important for all students, but enjoyable experiences may be less impactful and personal relevance less often perceived for students with initially lower motivation. Results highlight the importance of student perceptions and the need to consider motivational supports as complex systems of mutually supportive practices.

Authors

• Kristy A. Robinson, McGill University

• So Yeon Lee, McGill University

• Solomon Friedman, McGill University

• Ella Christiaans, McGill University

• Maureen McKeague, McGill University

• Laura Pavelka, McGill University

• Pallavi Sirjoosingh, McGill University