A1 Journal article (refereed)
Introducing the DYNAMICS framework of moment-to-moment development in achievement motivation (2022)


Moeller, J., Viljaranta, J., Tolvanen, A., Kracke, B., & Dietrich, J. (2022). Introducing the DYNAMICS framework of moment-to-moment development in achievement motivation. Learning and Instruction, 81, Article 101653. https://doi.org/10.1016/j.learninstruc.2022.101653


JYU authors or editors


Publication details

All authors or editors: Moeller, Julia; Viljaranta, Jaana; Tolvanen, Asko; Kracke, Bärbel; Dietrich, Julia

Journal or series: Learning and Instruction

ISSN: 0959-4752

eISSN: 1873-3263

Publication year: 2022

Volume: 81

Article number: 101653

Publisher: Elsevier BV

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1016/j.learninstruc.2022.101653

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/82787


Abstract

This article introduces a new theoretical and psychometric framework describing moment-to-moment development and inter-dependencies of achievement motivation in terms of the situated expectancy-value theory, by introducing dynamical systems concepts into this line of research. As a first empirical example of a study using this framework, we examined whether task values, costs, and success expectancies measured in a learning situation (time point t) predicted themselves and each other at the next situation (t + 1; 27 min later) within a weekly university lecture.

Situational task values, expectancies, and costs were assessed using the experience sampling method in 155 university teacher training students during weekly lectures for one semester, with three surveys during each weekly lesson. Data were analyzed with multilevel cross-lagged structural equation models.

There were significant auto-regressions from one learning situation to the next in success expectancies and effort costs, but not in intrinsic, utility, or attainment value nor emotional or opportunity costs. There were no significant cross-lagged effects from one situation to the next in any of the measured situated expectancy-value components.

As a framework to integrate dynamical systems concepts into the research on situated learning motivation, we expect the proposed DYNAMICS framework to have a substantial impact on further theory development.


Keywords: learning; expectations; motivation (mental objects); learning results; school achievements; self image; self-efficacy; performance (coping); models (objects); learning theories

Free keywords: situated expectancy-value model; dynamical systems; experience sampling; time series; autoregressive model


Contributing organizations


Ministry reporting: Yes

VIRTA submission year: 2022

JUFO rating: 3


Last updated on 2024-12-10 at 14:00