This naturalistic study considered some relationships between the motivational variables expectancy of success and perceived value, instructional philosophy, and skills and knowledge achievement for 309 prison inmates who participated in a social skills course taught by college instructors. The research evolved out of both expectancy-value theory which considers that people must value a goal and expect success in order to expend effort in pursuit of the goal, and a general lack of consideration of motivation in instructional design models and theory. / Students with higher expectancy and value scores were expected to achieve more; the value variable was expected to account for more of the observed variability in achievement than the expectancy variable; knowledge and skills achievement were expected to depend on motivation in higher and lower ability groups; for higher ability persons, achievement subscores were not expected to depend differentially on motivation; the skills score was expected to depend more on motivation for lower ability persons than for higher ability persons; the difference between knowledge and skills scores was expected to depend on motivation for lower ability persons; and higher ability students were expected to achieve more with independence-oriented instructors while lower ability students were expected to achieve more with conformity-oriented instructors. / The data supported the hypotheses that both expectancy and value variables are positively related to achievement, especially with lower ability students, and that for higher ability students, knowledge and skills subscores did not differ significantly. Contrary to the prediction, achievement depended more on expectancy than value. Neither the hypotheses involving differences between the motivation variables and higher and lower ability students on the knowedge and skills test, nor the hypothesis concerning instructional philosophy and higher and lower ability subjects were supported by the data. Motivational theory is considered to be of utilitarian value for inclusion in instructional design models. / Source: Dissertation Abstracts International, Volume: 44-09, Section: A, page: 2671. / Thesis (Ph.D.)--The Florida State University, 1983.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75165 |
| Contributors | SLATER, ARTHUR LANE., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 166 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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