Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of formin
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ORIGINAL PAPER
Is it still worth it? Applying expectancy‑value theory to investigate the intraindividual motivational process of forming intentions to drop out from university Theresa Schnettler1 · Julia Bobe2 · Anne Scheunemann1 · Stefan Fries1 · Carola Grunschel3
© The Author(s) 2020
Abstract The intraindividual process of study dropout, from forming dropout intention to deregistration, is of motivational nature. Yet typical studies investigate interindividual differences, which do not inform about intraindividual processes. Our study focused on the intraindividual process of forming dropout intention, and applied expectancy-value theory to analyze its motivational underpinnings. To expand research, we considered associations of intraindividual deviations in expectancy, intrinsic value, attainment value, utility value, and cost to intraindividual deviations in dropout intention. A total of 326 undergraduate students of law and mathematics rated motivational variables and dropout intention three times from semester start to the final exam period. Multilevel regression analyses revealed that intraindividual changes in intrinsic value, attainment, and cost, but not in expectancy and utility, related to intraindividual changes in dropout intention. Further, we considered students’ demographics as moderators. Only age moderated the association between intrinsic value and dropout intention. Our results stress the crucial role of certain value components, including cost, for emerging dropout intention. Keywords Dropout intention · Expectancy-value theory · University students · Longitudinal study Internationally, an increasing number of students have been deciding to enter higher education every year (UNESCO Institute for Statistics [UIS], 2018). Along with this, universities strive to fulfill their academic and economic mission (Larsen et al. 2013) by achieving high retention and graduation rates (Berger and Lyon 2005). However, the number of students who leave the higher education system without obtaining a first degree is increasing. Studies report that roughly currently about one out of three students are leaving prior to graduation (e.g., Organization for Economic CoOperation and Development [OECD] 2018). In the STEM disciplines (Science, Technology, Engineering, Mathematics), the dropout rate is even higher, with estimates of 40 to * Theresa Schnettler theresa.schnettler@uni‑muenster.de 1
Department of Psychology, Bielefeld University, P.O. Box 10 01 31, Universitätsstraße 25, 33501 Bielefeld, Germany
2
Psychology Department, Paderborn University, Paderborn, Germany
3
Department of Educational Psychology, University of Münster, Münster, Germany
50 percent (Ulriksen et al. 2010). This development challenges and negatively affects not only the students involved, but also institutions of higher education, and society (Bound and Turner 2011; Schiefele et al. 2007). Motivation is a key factor for effective studying, and especially academic decision-making (Eccles 2005; Richardson et al. 2012). Prev
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