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Expectancy-Value Beliefs as sources of Achievement Motivation on Faculty of Psychology ‘X’ University’s Students

Fifie NurofiaFaculty of Psychology Maranatha Christiany University

INTRODUCTION

METHODS AND ANALYSIS CONCLUSIONS

DISCUSSIONRESULTS

REFERENCES

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ABSTRACT

CONTACT

Fifie NurofiaFaculty of Psychology Maranatha Christiany Universityfifie.nurofia@yahoo.com+62816601363

To achieve good grades are every student’s wish, but it can’t always be achieved easily. Interest and Task-Value beliefs are some of aspects that determine the efforts students will extend on pursuing their good grade’s goal. Successful experiences during their study will develop individual’s judgement of their capabilities. Experiencing repeated failures, will be perceived as too difficult for them. According to Expectancy-Value Model, achievement motivation is the multiply of expectancy & value beliefs. Expectancy represents the beliefs that students would succeed, and the Value components refer to the Task-Value beliefs as the reasons they might engage in the domain they choose. The aim of this research is to describe the source of achievement motivation through expectancy and value beliefs using Eccles & Wigfield’s Expectancy-Value Model (Pintrich & Schunk, 2002). Respondents for this research were students on the 2nd semester in Faculty of Psychology. They were 105 students filling 34 items of self administering questionnaire’s that developed by the researcher in accordance with the Expectancy-value Model. Validity test’s results in expectancy beliefs were 0.690–0.751, and for Task-Value beliefs were 0.684-0.876. The reliability test results in expectancy and task value beliefs were 0.777 and 0.890

Research’s results showed that 48.57% students have strong level of expectancy value beliefs to succeed, and 51.43% have mild level of expectancy value belief. Students with strong task value beliefs, supported by the four aspects, which were attaintments value belief (they belief that to be succeeded in the study of psychology are important, interest (they have strong interest to study psychology), perceived the utility value (studying psychology could support their future life for finding jobs), and perceived cost (they are willing to allocate their resources like spends more times for studying instead of spend leisure times with friends). Additional results showed the achievements students achieved until this 2nd semester were 41.9% with ‘excellent’ grade (GPA above 3.00 – 4.00), 46.67% with ‘good’ grade (GPA 2.50 – 2.99, 9.52% with ‘average’ grade (GPA 2.00 – 2.49), and the ‘need improvement’s grade (GPA 1.50-1.99) were 1.9%. Tracing to student’s social environments like most of family’s profession (entrepreneur, employees, etc) resulted no clear distinct on expectancy value beliefs and/or task value beliefs’ levels.

• Student’s Motivational Beliefs Level (tables)

• Motivational beliefs are not congruent with students GPA’s achievement.• students with high level of motivational beliefs, are also have high level of expectancy beliefs and task-value beliefs• students with high level of Expectancy beliefs (high probability of success, supported by high expectancy for success, task specific self-concept, and perceiving of task difficulties .•Students with high level of (Task-Values beliefs) Incentive Values, have high levels of Attainments value & Utility Value, but they have no firm interest in the subject they study; they also easily distracted by friends and activities that inconsistence with studying • Students are in the 2nd semester, which are not yet recognize deep enough to the subject they study• the influence of environments toward levels of motivational beliefs are not clear distinct• Their ages are in late adolescent stage, characterized by their instability on activities they want to engage.

Research method : descriptiveTools : self administering questionnaire with 34 items, developed by researcher in accordance with The Expectancy-value Model (Pintrich & Schunk, 2002) Expectancy beliefs consist of Expectancy for success, Task specific self concept, & Perception of task difficultyTask Value beliefs consist of Attainment Value, Interest, Utility value, & Perceived Cost

Sample size : 105 students on 2nd semester

Validity test’s results :• expectancy beliefs 0.690–0.751 • Task-Value beliefs 0.684-0.876.

The reliability test results :• Expectancy beliefs 0.777 • Task value beliefs 0.890

Data analysis :• distribution of frequency • crosstabulation

Motivational beliefs are an important aspect of academic learning. The factors combine to create two general sources of motivation: students’ expectation of success and the value that students place on a goal. Expectancy construct is the probability of success, and the task value is incentive valueViewing motivation in this way is often called the expectancy-value model of motivation (Wigfield & Eccles, 2002; Wigfield, Tonk, & Eccles, 2004), and sometimes written with a multiplicative formula: expectancy x value = motivation. The relationship between expectation and value is “multiplicative” rather than additive because in order to be motivated, it is necessary for a person to have at least a modest expectation of success and to assign a task at least some positive value. The probability of success consist of expectancy for success, task specific self-concept, and perceiving of task difficulties. While Incentive Value consist of importance of task (how someone value the task), interest, utility value and perceived costGPA is the result as being motivated, and has important meaning for students. It reflects their achievements during their study. Achieving high/low GPA is a result from student’s expectancy x value beliefs. Environmental factors influencing their motivational beliefs are social world like family, teachers & friends social-psychological conditions.

1. Pintrich & Schunk (2002). Motivation in Education – theory, research, and applications, 2nd edition, Pearson Education, Inc., Upper Saddle River, New Jersey 07458.

2. Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Ed.) and N. Eisenberg (Vol. Ed.), Handbook of child psychology (5th ed., Vol.III, pp. 1017–1095). New York: Wiley.

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Motivational beliefs are certainly supported by the expectancy beliefs (probability of success) & Task-Value beliefs (incentive value), but fail to predict the achievement of 2nd semester’s student’s GPA. The length of their 1 year’s study, explains how they have been known only small parts of the subject, and accordingly their interest have not firmly formed; and they have not ready to dedicate most of their times, energy to activities on studying.