Expectancy of success,attainment value,engagement, and Achievement: A moderated mediation analysis |
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| Affiliation: | 1. School of Education, Liverpool John Moores University, Liverpool, UK;2. Faculty of Education, Edge Hill University, Lancashire, UK;3. Department of Psychology, University of Munich, Munich, Germany;4. Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia;5. Department of Education and Social Justice, University of Birmingham, Birmingham, UK;1. Faculty of Education, Edge Hill University, St Helens Road, Ormskirk, L39 4QP, UK;2. School of Education, Durham University, Leazes Road, Durham, DH1 1TA, UK;3. Department of Psychology, University of Munich, Leopoldstr 13, 80802, Germany;1. The University of Hong Kong, CETL, Hong Kong;2. The University of Sydney, Sydney School of Education and Social work, Australia;3. The University of Melbourne, Melbourne School of Psychological Sciences, Australia;1. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany;2. University of Maryland, United States;3. Department of Educational Psychology, Faculty of Education, East China Normal University, China;4. Australian Catholic University, Australia;5. Oxford University, United Kingdom;1. Department of Psychological and Brain Sciences, Indiana University, United States;2. Department of Human Development and Quantitative Methodology, University of Maryland, United States;3. School of Education, University of California, Irvine, United States;1. Faculty of Education, Department of Educational Psychology, East China Normal University, China;2. Department of Psychology, University of Wisconsin-Madison, USA;3. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany |
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| Abstract: | The aim of this study was to examine how expectancy of success, attainment value, and their interaction predicted behavioural engagement, and how behavioural engagement, in turn, predicted achievement. Data were collected from 586 English students aged 10–11 years in their final year of primary school. Expectancy of success was positively related to subsequent achievement directly and indirectly, mediated by behavioural engagement, over and above the variance accounted for by prior achievement and behavioural engagement. Indirect relations from expectancy of success to achievement were moderated by attainment value. Higher attainment value protected performance from low expectancy of success by increasing behavioural engagement. The compensatory role of high attainment value diminished at higher levels of expectancy of success. |
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| Keywords: | Expectancy of success Attainment value Behavioural engagement Academic achievement Expectancy-value theory |
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