Janko, Tena.
(2015).
The relationship between motivational beliefs and student engagement in physics class.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Pavlin-Bernardić, Nina].
Abstract
The aim of this study was to examine the relationship between motivational beliefs and student engagement in physics. Expectancy-value model developed by Wigfield and Eccles (2000) was used as a theoretical framework. Participants were 293 second-year and third-year high school students. Instruments assessing student engagement, students' self-efficacy beliefs, self-regulatory efficacy, and subjective task values (attainment value, intrinsic value, utility value and cost), were used in this study. Self-efficacy beliefs, self-regulatory efficacy, intrinsic value and attainment value were identified as significant predictors of behavioral engagement. Self-regulatory efficacy, attainment value and cost predicted cognitive engagement. All predictor variables, except cost, were found to be significant predictors of positive emotional engagement, while self-efficacy beliefs, attainment value and cost predicted negative emotional engagement. In general, the results have shown a relatively small, but significant contribution of motivational beliefs in prediction of student engagement in physics. Competence beliefs were found to better predict behavioral and cognitive engagement, while subjective task values were more significant contributors in prediction of emotional engagement.
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