Developmental Dynamics of University Students’ Motivation

• Applicants: Professorin Dr. Julia Dietrich; Professorin Dr. Julia Moeller
• Subject Area: Developmental and Educational Psychology
• Term: since 2021
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 451682742

This project studies the development of study motivation in university students, one of the most important determinants of study success. It examines short-term developmental dynamics of situational motivation from one learning moment to the next, and more long-term development over one, respectively two, semesters. The project focuses on situation-specific dynamics of the influential expectancy-value theory of achievement motivation according to Eccles and Wigfield (2002), which have not received much attention previously, despite of the assumptions about situation-specific motivation and task choices of this theory. The goal of this joint project is to empirically test the dynamic expectancy-value model developed by the applicants, which integrates the expectancy-value theory of achievement motivation with the control-value model of academic emotions (e.g., Pekrun, 2018) with dynamic systems theories. The subproject in Jena tests assumptions about intra-individual developmental processes: In line with dynamic systems theories of development we examine (1) recursive, steadily repeating processes (e.g., the assumed stable correlation between situational task value and situational effort), (2) changing processes (e.g.,the assumed increasing stability of intrinsic interest) and (3) the interplay between momentary motivation and stable person characteristics. The subproject Leipzig studies the replicability of the findings and their area of validity by trying to replicate (4) findings about the structure (factors, profiles) of situational values and expectancies, and (5) findings about the recursive, steadily repeating processes mentioned above. This subproject also examines whether the findings are found across all participants or differ between individuals or subsamples. Finally, we apply and further develop recently proposed intra-individual methods. While the previous research mostly assessed stable expectancies and values with inter-individual approaches, we use situation-specific measures (intensive longitudinal data / experience sampling method) and intra-individual analyses. Freshmen students are surveyed about their learning motivation (e.g., expectancies, values) and their predictors and outcomes. In a mixed-methods approach, these situational measures are combined with interviews and trait measures. The data analyses include intra-individual dynamic structural equation models and network models, among other approaches. The applied assessment design, the analyses and theoretical integration are unique in the research on learning motivation in terms of the expectancy-value theory and the control-value model, which is why we expect substantial contributions to the further development of these theories.

• DFG Programme: Research Grants
• International Connection: United Kingdom, USA
• Cooperation Partners: Professorin Jacquelynnes Eccles; Professor Dr. Reinhard Pekrun