Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis
David W. Putwain, School of Education, United Kingdom ; Laura J. Nicholson, Faculty of Education, United Kingdom ; Reinhard Pekrun, Sandra Becker, Department of Psychology, Germany ; Wendy Symes, Department of Education and Social Justice, United Kingdom
Learning and Instruction Volume 60, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
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.
Putwain, D.W., Nicholson, L.J., Pekrun, R., Becker, S. & Symes, W. (2019). Expectancy of success, attainment value, engagement, and Achievement: A moderated mediation analysis. Learning and Instruction, 60(1), 117-125. Elsevier Ltd.