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Studying for autonomous reasons and having a promotion orientation: key predictors of individual differences in expectancies of success in English.

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Title: Studying for autonomous reasons and having a promotion orientation: key predictors of individual differences in expectancies of success in English.
Authors: Hodis, Flaviu-Adrian1 (AUTHOR) flaviu.hodis@vuw.ac.nz
Source: Social Psychology of Education. Apr2020, Vol. 23 Issue 2, p359-383. 25p. 1 Illustration, 3 Charts.
Subject Terms: *Individual differences, Expectancy-value theory, Structural equation modeling, Success
Abstract: This research used the expectancy-value theory to examine the extent to which three classes of motivation antecedents predicted secondary-school students' expectancies of success in English. To this end, it investigated four general motivation orientations, two school-related achievement motives, as well as autonomous and controlled reasons undergirding motivation to study English. The results of exploratory structural equation modeling (N = 3615) show that studying English for autonomous reasons and having a motivation orientation that focuses on advancement and gains (i.e., a promotion orientation) were the strongest predictors of expectancies of success in this school domain. These results, which are consistent with recent findings examining expectancies of success in mathematics, have important implications for research, learning, and teaching. [ABSTRACT FROM AUTHOR]
Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Studying for autonomous reasons and having a promotion orientation: key predictors of individual differences in expectancies of success in English.
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  Data: This research used the expectancy-value theory to examine the extent to which three classes of motivation antecedents predicted secondary-school students' expectancies of success in English. To this end, it investigated four general motivation orientations, two school-related achievement motives, as well as autonomous and controlled reasons undergirding motivation to study English. The results of exploratory structural equation modeling (N = 3615) show that studying English for autonomous reasons and having a motivation orientation that focuses on advancement and gains (i.e., a promotion orientation) were the strongest predictors of expectancies of success in this school domain. These results, which are consistent with recent findings examining expectancies of success in mathematics, have important implications for research, learning, and teaching. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Social Psychology of Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11218-019-09537-y
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      – Code: eng
        Text: English
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      – SubjectFull: Structural equation modeling
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      – SubjectFull: Success
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      – TitleFull: Studying for autonomous reasons and having a promotion orientation: key predictors of individual differences in expectancies of success in English.
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