Thesis Format
Integrated Article
Degree
Master of Science
Program
Psychology
Supervisor
Tremblay, Paul F.
Abstract
Although there have been ongoing developments in academic motivational theories, a need remains to examine these across contextual domains. This thesis considered the contextual domain by focusing on three academic evaluation tasks: math tests, presentations, and essays. Self-report items based mainly on expectancy value theory were developed across three hypothetical evaluation tasks and administered to a sample of 421 university students. Using a multi-trait (i.e., expectancy, value, and effort), multi-task evaluation design, performance expectancy was found to have smaller correlations across tasks than did effort. Patterns of students’ reactions to instances of poor academic performance on tests or exams, and their causal attributions of failure were also investigated using latent profile analysis. Three profiles were found for causal attributions: exclusively-effort, mixed-disengaged, and mixed-engaged. Responses to failure identified three profiles: highly impacted, moderately impacted, and resilient. Relationships between the motivational constructs and final course grades are also presented and discussed.
Summary for Lay Audience
The first aim of this research was to investigate a sample of 421 university students’ perceptions of the motivation they would apply to three different types of evaluation tasks found in university courses. Students were asked to imagine preparing for a math test, writing and essay, and preparing and delivering a group presentation. For each of these hypothetical scenarios, students were asked to indicate how well they thought they would perform on those tasks (expectancy), the importance they placed on the tasks (values and cost), and the effort they would apply. The primary purpose was to determine whether a student would indicate similar or different level of expectancy, value, and effort across the three tasks.
A second aim was to ask students to think about instances when they did not do well on a test or exam in the past and to assess their beliefs about potential reasons for the low performance or “causal attributions of failure” such as lack of ability, lack of effort, teacher ineffectiveness. Students were also asked to indicate how they felt during those failures with questions assessing emotions such as guilt and shame. Their responses to these questions were analyzed to find specific pattern of perceived reasons and reactions to failure.
Results indicated that students’ expectations to do well on math tests, essays, and group presentations differed substantially, but their effort was more consistent across the tasks. For instance, a student may apply a similar amount of effort to different tasks but have varying expectations to do well in those tasks. Three types of students were found based on their reactions to failure: those who think they failed because they did not try hard enough, those who are not interested in the task, and those who believe they do not have the ability to succeed. Additionally, three types of students were found based on their emotional responses to failure. The group experiencing the highest emotional distress had the lowest grades.
These insights suggest that tailored motivational strategies and emotional support are essential to enhance student engagement and success in different academic evaluation tasks.
Recommended Citation
sun, rui, "Academic Motivation Dimensions and Achievement in University Students" (2024). Electronic Thesis and Dissertation Repository. 10188.
https://ir.lib.uwo.ca/etd/10188