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Related Concept Videos

Theory of Attribution II: Kelley's Covariation Theory01:29

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Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus:...
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Updated: Mar 27, 2026

The Joint Effect of Social Comparison and Social Distance on Evaluation of Intertemporal Choice Outcomes in Event-related Potential Studies
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Hierarchical vs. Non-Nested Tests For Contrasting expectancy-Valence Models: Some Effects of Cognitive

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    This study on student motivation found that facility in mathematics (FMR) influences whether students use additive or multiplicative models to decide how much effort to exert. Higher FMR correlated with multiplicative model use.

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    Area of Science:

    • Cognitive Psychology
    • Educational Psychology
    • Decision Making

    Background:

    • Understanding how students make motivational force decisions is crucial for educational interventions.
    • Expectancy-valence theories offer frameworks for decision-making, but the additive versus multiplicative nature of these models requires empirical testing.
    • Previous research has not definitively established which model best represents student effort allocation.

    Purpose of the Study:

    • To compare the appropriateness of additive versus multiplicative expectancy-valence models for explaining student motivational force decisions.
    • To investigate the role of cognitive characteristics in determining which model students utilize.
    • To evaluate the efficacy of non-nested versus hierarchical statistical tests for model comparison.

    Main Methods:

    • 82 undergraduate students participated in a within-subjects analysis of motivational force decisions.
    • Participants were grouped using non-nested and hierarchical statistical tests based on their model fit.
    • Discriminant analysis examined the influence of tolerance for ambiguity (TA), scholastic aptitude in mathematics (SATM), facility in mathematics (FMR), and cognitive complexity (CC) on model choice.

    Main Results:

    • The hypothesis was supported for facility in mathematics (FMR), with higher FMR linked to multiplicative model use.
    • Tolerance for ambiguity (TA) and scholastic aptitude in mathematics (SATM) showed univariate associations with multiplicative model use, but not when controlling for FMR.
    • No significant effect was found for cognitive complexity (CC) on model choice.

    Conclusions:

    • Facility in mathematics is a key cognitive characteristic influencing the expectancy-valence model used by students for effort decisions.
    • While TA and SATM may play a role, FMR appears to be a more dominant factor in this context.
    • Further research should explore these cognitive factors and refine statistical methods for comparing non-nested models in motivational research.