Expectancy, Value, and Motivation forTest Taking When Optimism Declines: A Continuation

Consistent with prior research, expected performance on a midterm examination decreased for 48 college students as the test approached in time, as did grade-level goal and perceived adequacy of effort, although indices of goal value and of motivation to achieve the goal remained constant. Changes were generally monotonic across three occasions. These data implicate test proximity and overestimation of future effort as influences on academic expectations that seem worthy of more attention by teachers. They may reflect a tacit student strategy of changing goal levels in order to maintain desire in the face of declining expectations. Also the influence of expectancy and two types of value on motivation seemed to vary with proximity to an examination. Results support the importance of expectancy-value variables but also indicate the complexity of their contribution to classroom motivation. (Contains two tables and eight references.) (Author/SLD) * Reproductions supplied by EDRS are the best that can be made * * from the original document. * N