Effects of Prior Knowledge on Relations Among Expectancies, Values, Costs, Digital Behavioral Engagement, and Achievement

• In Event: Expectancy Value and Motivation Across Contexts

Abstract

The purpose of this study was to explore the interplay between 388 undergraduate biology students’ prior knowledge, expectancies, subjective task values, learning behaviors and achievement. We first explored the associations among students’ expectancies, values, and costs with their behaviors in an online learning management system and with students’ exam and course grades. We then produced a series of models that examine predictive relations from expectancies, task values and costs to behaviors and to achievement overall, differentiated by the higher and lower levels of prior knowledge students bring to the course. While the overall model held consistent with prior research related to achievement motivation, distinct and often unexpected associations emerged as a function of prior knowledge.

Authors

• Michael Berro, University of North Carolina - Chapel Hill

• Matthew L. Bernacki, University of North Carolina Chapel Hill

• Tony Perez, Old Dominion University

• Robert D Plumley, University of North Carolina - Chapel Hill

• Kelly Hogan, University of North Carolina - Chapel Hill

• Mara Evans, UNC Department of Biology

• Kathleen M. Gates, University of North Carolina - Chapel Hill

• Abigail Panter, University of North Carolina - Chapel Hill

• Jeff A. Greene, University of North Carolina - Chapel Hill