Department of School Pedagogy, University Greifswald, Greifswald, Germany.
J Adolesc. 2022 Jun;94(4):569-586. doi: 10.1002/jad.12047. Epub 2022 Apr 10.
Using the situated expectancy-value theory, it becomes possible to explain motivational functioning across alternating learning conditions not only at a particular moment but also over time. The situated expectancy-value theory provides evidence for the critical role of context. The present research examines how adolescents' success expectancies, task values, and effort develop when the conditions of the academic environment change. It also evaluates whether adolescents adopt more adaptive expectancy-value profiles in response to the need-based nature of self-directed learning as an extension of regular instruction. Within the self-directed learning approach under investigation, adolescents take responsibility for their own learning processes.
The present research offers insights into the expectancy-value profiles of 754 German adolescents (M = 13.56; SD = 1.2; 49.4% female). A four-wave study was used to examine perceptions of self-efficacy, intrinsic value, utility value, and effort. Latent profile analyses and latent transition analyses were employed.
Notably, the results provide evidence that expanding instruction via self-directed learning intervals that occur for 1 week per semester contributes to more favorable expectancy-value profiles within a student's favorite subject. A mixed profile (highly confident, hardly interested) disappeared. Instead, success expectations aligned more closely with adolescents' task values and effort. All profiles settled at a higher level.
The findings indicate that instruction that is expanded via self-directed learning intervals has positive consequences for motivational profiles over time. An initial self-directed learning episode led to a shift to more interested profile groups. The continuation of a positive trend even after a self-directed learning interval indicates that adolescents are able to continually adapt their learning to their needs during teacher-directed instruction. This study provides clues about how to design curricula in a way that counteracts the downward trend in students' motivation to learn.
利用情境期望价值理论，不仅可以在特定时刻，而且可以随着时间的推移，解释在交替的学习条件下的动机功能。情境期望价值理论为情境的关键作用提供了证据。本研究考察了青少年的成功期望、任务价值和努力在学术环境条件变化时是如何发展的。它还评估了青少年是否会根据自我指导学习的基于需求的本质，采用更具适应性的期望价值模式，作为正规教学的延伸。在所研究的自我指导学习方法中，青少年对自己的学习过程负责。
本研究深入了解了 754 名德国青少年（M = 13.56；SD = 1.2；49.4%为女性）的期望价值模式。使用了一个四波研究来考察自我效能感、内在价值、实用价值和努力的感知。采用潜在剖面分析和潜在转变分析。
值得注意的是，结果表明，通过每学期持续一周的自我指导学习间隔来扩展教学，有助于在学生最喜欢的学科中形成更有利的期望价值模式。混合模式（高度自信，几乎不感兴趣）消失了。相反，成功期望与青少年的任务价值和努力更加一致。所有的模式都达到了更高的水平。
研究结果表明，通过自我指导学习间隔扩展的教学对动机模式随着时间的推移具有积极的影响。最初的自我指导学习经历导致了更感兴趣的群体的转变。在自我指导学习间隔之后，积极趋势的延续表明，青少年能够在教师指导的教学中不断根据自己的需求调整学习。本研究提供了一些线索，说明如何设计课程，以对抗学生学习动机下降的趋势。
