Page 121 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 121
learning strategies (Linnenbrink-Garcia and Fredricks, 2008). The value that 121
students assign to learning outcomes in specific fields is, in mid-adolescence,
most strongly associated with the choice of school subjects, the school and
career orientation (Wigfield and Eccles, 2002). Studies show task values are re-
lated to the learning plan and the choice of school subjects, as well as partic-
ipation in sports activities, while learning outcomes in particular subjects are
related to the belief in one’s own competencies and expectation of success
(Eccles et al., 1998).
According to the expectancy-value model (ibid.), educational (and other)
choices are directly related to two types of subjective beliefs: expectation of
success and significance or the value individuals assign to different possibil-
ities they perceive as accessible. Expectation of success is influenced by per-
ceptions of one’s own competencies, such as self-efficacy (Bandura, 1997).
Self-efficacy is a belief that one has the ability to complete a task and willing-
ness to make effort in dealing with it (Schunk and Pajares, 2007). Individuals
who perceive themselves as competent are more convinced that they will suc-
ceed, they control their outcomes, look for challenging tasks and they attrib-
ute success to their own competencies, and failures to other factors (Eccles et
al., 1998). The greater the perceived self-efficacy, the greater the amount of ef-
fort an individual invests in an activity, as well as their persistence and adapt-
ability in difficut situations and consequently the higher the learning outcome
(Bandura, 1997; Elliot and Dweck, 2007; Pajares, 1996). High self-efficacy will not
impact behaviour unless an individual assigns a positive value to the results of
his/her own work or is proud of achieving them (Schunk, 1995).
The expectancy-value model also defines the relation between subjective
beliefs and cultural norms and experiences (Eccles et al., 1998). Sociocultural
processes, or cultural socialisation, impacts the way members of different cul-
tural groups understand themselves, as well as the goals and values they set
in their lives. Experiences in different types of learning environment influence
the emotional experiences connected with different activities. Cultures and
countries differ in the opportunities they provide for testing different kinds of
activities, as well as in the scope of activities that are available and important
for individuals belonging to different social groups. Each of these processes
supposedly leads to differences in assigned subjective task value among cul-
tural groups and to individual differences within the culture. Sociocultural pro-
cesses also bring about cultural differences in terms of expectations, percep-
tion of one’s own abilities and all components of subjective task value. Studies
also indicate a correlation between personal values and different choices in
the field of education, including the choice of subjects, choice of career, choice
of the study programme and participation in sports (ibid.)
In accordance with the expectancy-value model, a study was conduct-
ed into the correlation between interests and perceived self-competencies of
attitude to knowledge and adolescent´s learning achievement
students assign to learning outcomes in specific fields is, in mid-adolescence,
most strongly associated with the choice of school subjects, the school and
career orientation (Wigfield and Eccles, 2002). Studies show task values are re-
lated to the learning plan and the choice of school subjects, as well as partic-
ipation in sports activities, while learning outcomes in particular subjects are
related to the belief in one’s own competencies and expectation of success
(Eccles et al., 1998).
According to the expectancy-value model (ibid.), educational (and other)
choices are directly related to two types of subjective beliefs: expectation of
success and significance or the value individuals assign to different possibil-
ities they perceive as accessible. Expectation of success is influenced by per-
ceptions of one’s own competencies, such as self-efficacy (Bandura, 1997).
Self-efficacy is a belief that one has the ability to complete a task and willing-
ness to make effort in dealing with it (Schunk and Pajares, 2007). Individuals
who perceive themselves as competent are more convinced that they will suc-
ceed, they control their outcomes, look for challenging tasks and they attrib-
ute success to their own competencies, and failures to other factors (Eccles et
al., 1998). The greater the perceived self-efficacy, the greater the amount of ef-
fort an individual invests in an activity, as well as their persistence and adapt-
ability in difficut situations and consequently the higher the learning outcome
(Bandura, 1997; Elliot and Dweck, 2007; Pajares, 1996). High self-efficacy will not
impact behaviour unless an individual assigns a positive value to the results of
his/her own work or is proud of achieving them (Schunk, 1995).
The expectancy-value model also defines the relation between subjective
beliefs and cultural norms and experiences (Eccles et al., 1998). Sociocultural
processes, or cultural socialisation, impacts the way members of different cul-
tural groups understand themselves, as well as the goals and values they set
in their lives. Experiences in different types of learning environment influence
the emotional experiences connected with different activities. Cultures and
countries differ in the opportunities they provide for testing different kinds of
activities, as well as in the scope of activities that are available and important
for individuals belonging to different social groups. Each of these processes
supposedly leads to differences in assigned subjective task value among cul-
tural groups and to individual differences within the culture. Sociocultural pro-
cesses also bring about cultural differences in terms of expectations, percep-
tion of one’s own abilities and all components of subjective task value. Studies
also indicate a correlation between personal values and different choices in
the field of education, including the choice of subjects, choice of career, choice
of the study programme and participation in sports (ibid.)
In accordance with the expectancy-value model, a study was conduct-
ed into the correlation between interests and perceived self-competencies of
attitude to knowledge and adolescent´s learning achievement
