Linking University Students’ Willingness to Learn to Their Recollections of Motivation at Secondary School

Abstract: This study investigated the role of recollected school-based motivation on university students’ willingness to use new learning opportunities. Following Eccles’ expectancy-value theory, willingness to learn was conceptualized as task value, which has been found to predict task choice in previous empirical studies. Based on three motivational theories, we suggest two broad motivational dimensions for an economic description of motivational orientations, inward and outward, that should differentially predict the formation of task value. German university students (N = 1580) were asked about their task value for receiving their instructions in English as a foreign language at university and, retrospectively, their motivation in English language class at secondary school. Principal components analysis and confirmatory factor analyses of motivational variables yielded a two-factor solution supporting the differentiation between inward and outward motivational orientation. Inward motivat.... https://ejop.psychopen.eu/index.php/ejop/article/view/638

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch

References and Relationships

• Bibliographic citation: Linking University Students’ Willingness to Learn to Their Recollections of Motivation at Secondary School ; volume:9 ; number:4 ; day:29 ; month:11 ; year:2013 ; Europe's journal of psychology ; 9, Heft 4 (29.11.2013)

Contributors, Places and Time

• Creator: Julia Gorges ; Malte Schwinger ; Christian Kandler

Further information

• DOI: 10.5964/ejop.v9i4.638
• URN: urn:nbn:de:101:1-2020101417502564254972
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 14.08.2025, 11:04 AM CEST