Disentangling Students' Anticipated and Experienced Costs: The Case for Understanding Both

Autor/inn/en	Beymer, Patrick N.; Flake, Jessica K.; Schmidt, Jennifer A.
Titel	Disentangling Students' Anticipated and Experienced Costs: The Case for Understanding Both
Quelle	In: Journal of Educational Psychology, 115 (2023) 4, S.624-641 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beymer, Patrick N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000789
Schlagwörter	Predictor Variables; Student Attitudes; Beliefs; Mathematics Achievement; STEM Careers; Intention; College Mathematics; Calculus; Undergraduate Students; Grades (Scholastic); Student Behavior; Student Participation; Expectation; Value Judgment; Success; Psychological Patterns; Emotional Response; Mathematics Instruction; STEM Education + Suchen Sie Ihr Suchwort? Prädiktor; Schülerverhalten; Belief; Glaube; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Notenspiegel; Student behaviour; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Expectancy; Erwartung; Werturteil; Erfolg; Emotionales Verhalten; Mathematics lessons; Mathematikunterricht; STEM
Abstract	Students' perceptions of cost are important predictors of academic and motivational outcomes. Though cost has been described as the anticipated effort one must put forth on an activity and what an individual sacrifices to complete a task, no known work has examined the extent to which anticipated cost beliefs predict experienced cost or whether anticipated and experienced costs are differentially predictive of academic and motivational outcomes. We used dynamic structural equation modeling to explore four dimensions of cost (task effort, outside effort, loss of valued alternatives, emotional cost) as anticipated and experienced beliefs, to examine the extent to which each predicts mathematics achievement and STEM career intentions in introductory college calculus courses. Data were collected using a combination of traditional surveys, diary surveys, and institutional records. Overall, students who anticipated high cost at the beginning of the semester tended to experience high cost during the course and had more variability in their experiences of cost. Cost beliefs appear to be differently associated with grades, however, with anticipated cost associated with higher course grades and experienced cost associated with lower course grades. Results suggested that anticipated and experienced costs are, to a certain extent distinct phenomena with unique effects on student outcomes, and that examining them as such may have important implications for theory and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01