2016/02/22 by Gwen C. Marchand, Antonio P. Gutierrez · 82 citations
Business, Management and Accounting · Psychology · Social Sciences · #Applied psychology #Computer science #Coursework #Evaluation of Teaching Practices #Higher Education Research Studies #Intrinsic value (animal ethics) #Management and Marketing Education #Mathematics education #Psychology #Relevance (law) #Social psychology #Structural equation modeling #Student engagement #Task (project management) #Value (mathematics)
paper · doi:10.1080/00220973.2015.1107522
published in The Journal of Experimental Education 85(1), 87-106 (Taylor & Francis)
openalex publication_date 2016/02/22 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/23
The purpose of this study was to investigate the relations among perceived instructional support (provision of relevance and involvement), subjective task value beliefs (utility, attainment, and intrinsic value), and engagement (behavioral and emotional) over the course of a semester for graduate students enrolled in an introductory research methods course in a college of education (N = 217). Structural equation modeling (SEM) results suggested that each source of perceived support exerted unique influence on students' beliefs about utility value, intrinsic value, and attainment value of their research methods coursework. In turn, midsemester value beliefs predicted semester-end student reports of behavioral and cognitive engagement. Direct and indirect effects between perceived provisions of support and engagement were inconsistent. This study supports the notion that different patterns of predictors and outcomes may occur for different aspects of value beliefs and that multiple sources of instructional support are important for supporting student motivation for adult learners.