Expectancy-Value Beliefs Optimize Mathematics Achievement and Learning Strategy Use: A Bifactor Approach (Las creencias sobre los valores y las expectativas optimizan el rendimiento matemático y el uso de estrategias de aprendizaje: un enfoque bifactorial)

Autor/inn/en	Wang, Faming; King, Ronnel B.; Leung, Shing on; Jiang, Chunlian
Titel	Expectancy-Value Beliefs Optimize Mathematics Achievement and Learning Strategy Use: A Bifactor Approach (Las creencias sobre los valores y las expectativas optimizan el rendimiento matemático y el uso de estrategias de aprendizaje: un enfoque bifactorial)
Quelle	In: Journal for the Study of Education and Development, 46 (2023) 1, S.154-189 (36 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Faming) ORCID (King, Ronnel B.) ORCID (Leung, Shing on)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2022.2149116
Schlagwörter	Mathematics Achievement; Mathematics Instruction; Learning Strategies; Factor Structure; Questionnaires; Correlation; Secondary School Students; Student Attitudes; Foreign Countries; Grade 11; Self Efficacy; Goal Orientation; College Entrance Examinations; Mathematics Tests; Metacognition; Critical Thinking; Goodness of Fit; China; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Faktorenstruktur; Fragebogen; Korrelation; Sekundarschüler; Schülerverhalten; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Aufnahmeprüfung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kritisches Denken
Abstract	Expectancy-value theory mostly focuses on how expectancy and value beliefs are associated with academic achievement. Both expectancy and value beliefs are multidimensional and can be further decomposed into general and specific factors. However, few studies have explored the associations of these general and specific factors with academic achievement and learning strategy use. This study aimed to investigate the bifactor structure of expectancy and value beliefs and investigate the linkages between general and specific expectancy-value factors and mathematics achievement and learning strategy use. Based on the expectancy and value dimensions measured by the Motivated Strategies for Learning Questionnaire (MSLQ), bifactor models were used to analyse the data collected from 563 senior secondary school students in China. Three key findings emerged: (1) both expectancy and value beliefs could be disentangled into general and specific factors; (2) general factors were significantly associated with mathematics achievement and learning strategy use; and (3) the specific factors were positively associated with mathematics learning strategy use but not mathematics achievement. Methodological and practical implications are discussed. [Spanish translation by Mercè Rius.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01