Students with positive perceptions of the instrumentality of schoolwork for future goals are more motivated, use more effective learning strategies, and perform better in school¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2004 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Positive perceived instrumentality of school tasks for future career goals is associated with higher task motivation, more effective learning strategies, and better school performance. → Phalet 2004 q2 i? High perceived instrumentality is associated with higher deep-level learning, lower surface-level learning, and better school results. → Phalet 2004 (2)

Evidence¶

Phalet 2004¶

Phalet, K., Andriessen, I., & Lens, W. (2004). How Future Goals Enhance Motivation and Learning in Multicultural Classrooms. Educational Psychology Review, Vol. 16, No. 1. https://hdl.handle.net/1874/23520

q2 · i? · review · r2

The review's synthesis of empirical research on future time perspective and perceived instrumentality, largely correlational studies among nonminority and minority students. It concludes that "students with a positive perception of the instrumentality of school work" show higher motivation, strategy use, and performance. No effect sizes are printed.

"students with a positive perception of the instrumentality of school work to reach future career goals (a) are more motivated for school tasks, (b) make more use of effective learning strategies, and (c) work harder and perform better in school."

Phalet 2004 (2)¶

Phalet, K., Andriessen, I., & Lens, W. (2004). How Future Goals Enhance Motivation and Learning in Multicultural Classrooms. Educational Psychology Review, Vol. 16, No. 1. https://hdl.handle.net/1874/23520

q2 · i? · review · r3

The review reports, citing Lens et al. (in press), a study finding that high perceived utility of the learning task predicts "higher on deep-level learning and lower on surface-level learning," with correspondingly better school results; Simons et al. (2003) report similar findings.

"Lenset al. (in press) found that when the present learning task is experienced as having high instrumentality or utility, students score higher on deep-level learning and lower on surface-level learning."

Discussion¶

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
• Positive academic mindsets increase perseverance and academic behaviors, yielding higher grades; negative mindsets produce a self-defeating cycle — related
• Perceived instrumentality enhances student motivation only for students with a positive attitude toward their personal future; for students with a negative future outlook, high utility has the opposite effect — a narrower finding that bears on this claim