Using Expectancy-Value Theory to Explain Academic Self-Control

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-18 - Intersecting Social-Emotional and Academic Domains: Observational Studies of Contexts and Personal Characteristics

Abstract

Drawing on expectancy-value theory, we tested a mechanistic framework for explaining academic self-control. In three studies of over 3,000 middle and high school students, we found evidence that intrinsic value of academic work, and to a lesser degree expectancy beliefs and utility value, predicted self-control. In Study 1, high school students who enjoyed school were less likely to procrastinate in their daily life. Study 2 showed that students who believed they were capable of succeeding in school and who perceived school to be enjoyable and useful exercised more self-control in the classroom. Finally, results of Study 3 provided evidence for a domain-specific effect of intrinsic value on self-control for math and science. Implications for theory and practice are discussed.

Authors

• Brian Galla, University of Pittsburgh

• Jamie Amemiya, University of Pittsburgh

• Ming Te-Wang, University of Pittsburgh