Task value predicted cognitive and regulatory strategy use but not classroom grades, whereas self-efficacy predicted grades in all three subjects¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Task value was the greatest individual predictor of both cognitive and regulatory strategy use in all three subject areas, uniquely explaining 13–24% of the variance. → Wolters 1998 q2 i? Task value was a non-significant predictor of classroom performance in each of the three subject areas, while self-efficacy significantly predicted grades. → Wolters 1998 (2)

Evidence¶

Wolters 1998¶

Wolters, C.A. & Pintrich, P.R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science 26: 27–47. https://doi.org/10.1023/a:1003035929216

q2 · i? · associational · r2

Multivariate regressions in the 545-student survey used gender, task value, self-efficacy, and test anxiety to predict strategy use; "Task value was the single best predictor of regulatory strategy in all three subject areas", and similarly the greatest predictor of cognitive strategy use.

"Task value was the single best predictor of regulatory strategy in all three subject areas. This variable alone uniquely explained between 13% (English) and 22% (mathematics) of the variance in students’ reported use of regulatory strategies"

Wolters 1998 (2)¶

Wolters, C.A. & Pintrich, P.R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science 26: 27–47. https://doi.org/10.1023/a:1003035929216

q2 · i? · associational · r2

In the same regression set predicting teacher-assigned grades, "task value indicated that this variable was a non-significant predictor of classroom performance" in mathematics, English, and social studies, unlike the strategy use equations.

"the standardized regression coefficient for task value indicated that this variable was a non-significant predictor of classroom performance in each of the three subject areas studied"

Discussion¶

Learner Variables¶

• Self-Efficacy — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The relations among motivational, strategy use, and performance constructs were similar across mathematics, English, and social studies — related
• Regulatory strategy use and classroom grades showed no subject-area differences, though females received higher grades than males — related
• Self-efficacy positively and test anxiety negatively predicted classroom grades, while test anxiety positively predicted cognitive strategy use but negatively predicted regulatory strategy use — related
• Math self-concept is a stronger predictor of math achievement, whereas value beliefs are stronger predictors of self-reported effort — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• Test anxiety was highest in social studies and lowest in English, with the pattern differing by gender — related
• Cognitive strategy use was highest in social studies and lowest in mathematics, and females reported more use than males — related
• Academic self-concept relates most strongly to achievement, with achievement goals, achievement motivation, autonomous motivation, and effort beliefs each adding unique variance — related
• Male top-performing math students report higher math self-efficacy and stronger math-oriented motivation than female top performers — related