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Framing Effort, Building Efficacy: Motivational Insights Across Contexts
Sat, April 11, 1:45 to 3:15pm PDT (1:45 to 3:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 4Session Type: Roundtable Session
Abstract
This set of studies explores how motivational and metacognitive factors shape learning outcomes across STEM contexts. Findings highlight the role of effort framing, motivational orientation, and cost perceptions in influencing study time, perceived effort, and academic performance. Goal-driven effort framing improved performance in educational tasks, while intrinsic motivation enhanced retention and transfer in chemistry learning. GenAI help-seeking patterns varied by expectancy-value-cost beliefs, with utility value predicting instrumental use. Cost perceptions undermined achievement via mindset and belonging. Finally, prompt types had limited effects on self-efficacy in problem posing. Together, these studies underscore the importance of aligning instructional design with students’ motivational profiles and metacognitive processes to optimize engagement, self-regulation, and learning in STEM education.
Sub Unit
Chair
Papers
Task-Dependent Effects of Effort Framing on Perceived Effort, Study Time, and Learning Outcomes - Yiting Hao, Shenzhen University; Lars-Erik Malmberg, University of Oxford; Gabriel J. Stylianides, University of Oxford
Motivational Orientation and Concept Mapping Formats: Effects on Retention and Transfer in Chemistry Learning - Blessing Akinrotimi, Washington State University; Oluwafemi J. Sunday, Washington State University; Yetunde Morenike Adaramola, Washington State University
The Hidden Price of Achievement: Linking Cost Perceptions to Mindset, Belonging, and Performance - Rylan Deer, The Ohio State University; Shirley L. Yu, The Ohio State University; Kimiko Ching, The Ohio State University; Andrew Holmes Perry, The Ohio State University; Wonjoon Cha, The Ohio State University
Impact of Prompt Types on Task-Specific Self-Efficacy and Self-Evaluation in Problem Posing - Ibrahim Burak Olmez, University of Delaware; Stephen Hwang, University of Delaware; Jinfa Cai, University of Delaware
“Help-Seeking 2.0”: Exploring GenAI Help-Seeking Among STEM Undergraduates Using an Expectancy-Value-Cost Framework - Zohreh Fathi, Texas State University; Pedram Zarei, Texas State University; Pegah Peimani, Texas State University; IMANEH SOLEIMANI, Texas State University; Zachary Baquet, University of Houston; Stephen Oluwaseyi Maku, Texas State University; Carlton J. Fong, Texas State University