Cognitive and motivational factors of argument evaluation

Argument evaluation, including recognizing argument structures and fallacies, is crucial for academic success, yet many university students struggle with these abilities. Drawing on the motivational model of integrative processing and expectancy-value theory, this study examined how distal motivational factors (topic involvement, need to evaluate, academic self-concept in argumentation) relate to proximal appraisals (expectancy of success, task value, emotional cost) and, in turn, to argument evaluation.

Data from 675 preservice teachers were analyzed using structural equation modeling to test these assumptions within a path model.

The recognition of argument structures was positively related to recognizing fallacies. Emotional cost was negatively related to both abilities, whereas task value was positively related to the recognition of fallacies. Proximal motivational factors were systematically related to distal motivational factors such as topic involvement, need to evaluate, and academic self-concept. Relations involving topic involvement varied depending on the presumed prior topic knowledge.

The findings highlight the importance of fostering argument evaluation and underscore the role of recognizing argument structures for the recognition of fallacies. In addition, the findings indicate the need to reduce emotional cost in instructional settings and to focus on topics that combine high topic involvement with sufficient prior knowledge.