PERCEVING SCHOOL PERFORMANCE AS INSTRUMENTAL

TO FUTURE GOAL ATTAINMENT: EFFECTS ON GRADED

PERFORMANCE

Done By:Yeo Zhou Zhen, Crystal

Tow Wee Yeh

Research Question

Is perceived instrumentality (PI) representative as a motivator of students’ achievement behaviour and it is able to predict variance in graded performance independent of other motivational variables.

Expectancy Theory Vroom(1964): expectancy is analogous to

PI of a behaviour to a proximal goal one proximal goal many distal

outcomes Role of PI in motivating classroom

achievement behaviour PI positively predicts graded performance

Achievement Goal Theory Mastery and Performance goals Neither has been a strong predictor of

performance Elliot et al (2001): 2x2 framework with

the incorporation of an approach – avoidance distinction

Theory can now reliably predict graded performance

Aims of Research 3 studies The accessibility of future goals

represented by PI as motivators of achievement behavior

Does PI contributes to the prediction of variance in graded performance independently of the achievement goals

Other Motivational Constructs

distinctiveness of PI from: Task ValueSelf EfficacyFuture Time Orientation

Study 1 Exploratory study

Aim 1: Finding out the relative accessibility of instrumental goals as motivators and

Aim 2: Instrumental goals as a source of their proximal goals to get good grades

Participants 133 undergraduates

Methodology: list school-related goals Group 1 10 “underlying reasons” why they are

“motivated to do their coursework” Group 2 10 underlying reasons why they want to get

good grades in their courses Coded goals as either instrumental, performance, or

mastery/instrinsic

Study 1: Results Accessibility of instrumental goals as

motivators of achievement behaviour is substantially higher when goals are explicitly defined as the underlying purposes of classroom behaviour

Instrumental goals are often identified as reasons for wanting to get good grades

Desire to get good grades is not solely determined by performance goals alone.

Study 2 Hypothesis

Hypothesis 1: PI is structurally distinct from task value, self efficacy, as well as from the 4 goals posited in the achievement model.

Hypothesis 2: PI has a significant impact on graded performance beyond those accounted for by the motivational variables.

Main VariablesIV: Perceived Instrumentality, Self efficacy, task value, Four goals of the achievement goal model (Mastery-approach, Mastery-avoidance, Performance approach, Performance avoidance)DV: Graded performance.

Study 2 Participants

195 college students enrolled in an introduction to psychology course

Methodology Self report questionnaire was administered

prior to the first examination• Graded performance measured using 2

midterm paper scores, coursework assesments and final exam

Study 2: Results Perceived Instrumentality (PI) was an

empirically independent construct from the 3 different constructs measuring achievement motivation i.e. self-efficacy, task value and the four goals comprising the elaborated achievement goal model.

Hypothesis 1 supported

Study 2: Results It was likely that PI was an unique predictor of

differences in graded performance, in addition to other variables related to other motivational variables like self efficacy and task value

PI was distinct from the other 6 motivational variables in determining variances of graded performance

Hypothesis 2 supported

Study 2 - Conclusions PI should be regarded as an independent and

significant aspect of college student's achievement motivation

PI had a positive relationship with graded performance

Study 3 Survey study

Aim : To test the ability of PI to predict unique variance in graded performance independently of FTO valence, FTO connectedness and their interaction

Participants 91 undergraduates

Study 3 Hypothesis

Hypothesis 1: PI effects on performance is attributable to a general tendency to be future-focused

Hypothesis 2: (a replication of study 2 findings) PI's effect on performance is not attributable to the achievement goals, task value, and/or self efficacy

Main Variables Perceived Instrumentality, Future Time

Orientation

Study 3 Methodology

Self report questionnaires were administered prior to the first examination

Measures PI: same scale used in study 2 FTO : A measure developed by Shell and

Husman (2001) Graded performance: scores obtained from

two midterm papers, coursework related assessments and the final exam

Study 3: Results PI had an influence on graded

performance and this effect was independent of the general tendency to perceive connectedness between current behavior and future outcomes, the general tendency to value future goals, or a combination of the two

Replicated study 2's findings that PI was a unique variable with respect to achievement goal motivation.

Both hypotheses supported

Study 3 - Conclusions the perception of performance in a specific

course will help one attain future goals impacts performance beyond the fact that the student sets a prospective time orientation towards achievement goals

General Discussion How study conclusion relates to motivation

theory in general Found support that individuals are

motivated by how the proximal value of the outcome is related to the distal value and the amount of value assigned to the desired outcome

How study findings and conclusions are relevant to motivational theory Expectancy-Value Theory could be seen as

the basis behind the conclusions and findings.

PI, a component of the Expectancy-Value theory, was a unique and significant predictor of graded performance

General Discussion Related motivational concepts found in

study Goal directed behavior End goal states and how it is related to

goal commitment behavior The role of regulatory reference in

determining PI

Theoretical Implications The current study helped to advance the

current theoretical framework on the factors that motivate students and how it influences classroom behavior.

PI should be regarded as an important variable in the study of achievement motivation behaviors of students in the classroom.

Practical Implications Knowledge of PI on achievement motivation

in students can be useful in helping students to reach their academic goals.

By understanding the underlying motivational orientations that will influence a student's PI to academic goals, educators will be able to customize their teaching methods to suit a student's motivational preferences.

QUESTIONS?