According to expectancy-value models, two important motivational constructs are task value and self-efficacy expectations. As students work intensively on mathematical problems in the classroom, teachers need the competence to judge whether students value solving the problem and how confident they are that they will succeed. However, not much is…

This dissertation addresses the critical issue of student e-readiness for online learning, particularly in developing countries where the challenges and disparities in access to technology and digital literacy are pronounced. Despite the increasing adoption of online education, the readiness of students to effectively engage in e-learning remains…

The utility value of an academic task can affect university students' learning behavior and career choices. For collectivistic-oriented students, learning and career goals also matter to their families. Following expectancy-value theory, we assumed that families' achievement-related expectations would affect collectivistic-oriented students'…

This study investigates Finnish, Norwegian, and Swedish first-year engineering students' task performance in mathematics and examines how it relates to their motivational values and beliefs about the nature of mathematics. In a set of seven mathematical tasks, female students outperformed male students, for example, in the simplification of…

The concept of self-regulated learning in the field of educational psychology has been developed to comprehend how students learn autonomously. Motivation is a pivotal factor in learners' academic outcomes, and its connection with self-regulated learning is extensive. While self-regulated learning and motivational beliefs are both believed to play…

This study investigated the relationship between teacher support in the areas of learner autonomy, relatedness, and competence, and motivational beliefs regarding achievement goal orientations and perceived task value in Chinese EFL college classrooms based on self-determination theory. A questionnaire was administered to 712 college students, and…

E-learning systems are widely deployed in higher education institutions but sustaining students' continued use of e-learning systems remains challenging. This study investigated the relationship between e-learning engagement, flow experience and learning management system continuance via a mediated moderation interaction model. The context of the…

We examine relationships between motivations towards higher education choices, gender and beliefs about the financial consequences of these choices. We control for home background, school type and students' expectations of grades they will achieve at age 16. We use a unique individual-level UK data set from a random sample of schools with a…

The importance of online learning has been highlighted by higher education, and online program administrators have looked for management strategies to establish competitive advantages through student satisfaction and loyalty. This research investigated the roles of various learning motivations (i.e., autonomous motivation, external motivation,…

This study identified the patterns of motivation (i.e., the motivation profiles) that reflect the interrelationships among expectancies of success, utility value beliefs, and perceptions of cost pertaining to an important school domain, namely mathematics. In addition, this research investigated similarities/differences among these profiles with…

This study aimed to determine whether academic amotivation predicts academic achievement in middle-school students. In addition, it was examined whether the students' academic amotivation levels differed by their gender. Study sample consisted of 342 eighth-grade students from middle-schools in Kahramanmaras city in Turkey. Data were collected…

This study attempts to find out the relationship between learner autonomy and motivation in a state university prep school in Turkey in a non-native context. The findings indicate a moderate positive correlation between motivational beliefs (task value, perceived self-confidence, learning and performance goal-orientation) except performance…

The constructive alignment (CA) of university teaching has received considerable attention from a policy-making perspective, but much less so from a student perspective. Against this background, we explored the relationships between CA and student motivation, and between CA and perceived learning demands. Fifty-six students from two second-year…

Areas where people utilize exams increase day by day. Learners intensively make an effort to achieve high scores and this process causes them to experience high levels of stress and pressure. The present study explored the moderating effect of self-efficacy beliefs in the relationship between task value and test anxiety. The research was conducted…

Mobile technology is a tool learners rely on. The purpose of this study was to determine if mobile technology use moderates the relationship between intrinsic motivation and grades. Findings show that students with higher intrinsic motivation will have higher grades regardless of whether or not they use technology frequently for their course and…