Students' expectancies for success are the strongest direct predictor of subsequent math performance, while the importance attached to math is the strongest direct predictor of intentions to continue taking math¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Over a one-year period, math expectancies were the strongest direct predictor of later math performance, and importance of math was the strongest direct predictor of intentions to continue taking math in high school. → Jacquelynne S. Eccles · Allan Wigfield 2024

Evidence¶

Jacquelynne S. Eccles · Allan Wigfield 2024¶

Jacquelynne S. Eccles · Allan Wigfield. (2024). The Development, Testing, and Refinement of Eccles, Wigfield, and Colleagues' Situated Expectancy-Value Model of Achievement Performance and Choice. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09888-9

q2 · i? · review · r2

The review reports Meece et al. (1990), a one-year longitudinal analysis of students' math expectancies and subjective task values predicting performance and intentions, with both direct and indirect effects on the outcome variables.

"They found that students' expectancies for success were the strongest direct predictor of their subsequent math performance, and the importance they attached to math was the strongest direct predictor of their intentions to continue taking it in high school."

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
• College students' attributions of motivation problems to lack of value and interest strongly predict lower intention to take additional classes in the field — related