Award Date
December 2023
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Psychology, Leadership, and Higher Education
First Committee Member
Lisa Bendixen
Second Committee Member
Jonathan Hilper
Third Committee Member
E. Michael Nussbaum
Fourth Committee Member
Rachael Robnett
Number of Pages
228
Abstract
A central tenet of expectancy-value theory is that individuals’ relative expectancies and values across multiple academic domains influence their achievement-related outcomes. However, few studies have investigated how expectancy-value beliefs in multiple domains combine within individuals and how such motivational configurations are related to engagement. In this study, a person-centered approach was employed to identify and evaluate naturally occurring combinations of motivational beliefs among 3,928 fourth-grade students. Leveraging TIMSS and PIRLS database of 2011, I examined profiles of students’ math, reading, and science self-concept and interest value and their relations with engagement in these domains. Additionally, I examined gender as predictors of profile membership. Results revealed five expectancy-value profiles, which displayed evidence of self-differentiation and subject prioritization (e.g., High Math/ /Moderate Reading and Science). Additionally, reading, math, and science engagement were found to significantly differ across the profiles in theoretically-consistent ways, and gender predicted profile membership.
Keywords
Academic Engagement; Academic Motivation; Academic Self-concept; Dimensional Comparison Theory; Expectancy-Value Theory; Interest Value
Disciplines
Educational Psychology
File Format
File Size
3980 KB
Degree Grantor
University of Nevada, Las Vegas
Language
English
Repository Citation
Maghsoudlou, Alireza, "Profiles of Cross-Domain Motivational Beliefs: Relations With Engagement and Gender" (2023). UNLV Theses, Dissertations, Professional Papers, and Capstones. 4895.
http://dx.doi.org/10.34917/37200521
Rights
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