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1. .., .. . -
-
// .
2016 ().
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http://vo.hse.ru 247
EDUCATION STATISTICS AND SOCIOLOGY


The Structure of Students Motivation: Expectancies and
Values in Taking Data Science Course

Authors Valeria Ivaniushina


Candidate of Sciences in Biology; Leading Research Fellow of the Laborato-
ry of Sociology in Education and Science, National Research University Higher
School of Economics (Saint Petersburg). E-mail: ivaniushina@hse.ru

Daniil Alexandrov
andidate of Sciences in Biology; Head of the Laboratory of Sociology in Edu-
C
cation and Science, National Research University Higher School of Economics
(Saint Petersburg). E-mail: dalexandrov@hse.ru

Ilya Musabirov
Junior Research Fellow of the Laboratory of Sociology in Education and Sci-
ence, National Research University Higher School of Economics (Saint Peters-
burg). E-mail: ilya@musabirov.info

Address: 16 Soyuza Pechatnikov ul., 190121 St.Petersburg, Russian Federation.

Abstract In this paper we explore motivational structure of students taking a challenging


university course. The participants were second-year undergraduate students
majoring in Economics, Sociology, Management and Humanities, enrolled in
the Data Science minor. Using expectancy-value theory as a framework, we aim
(1) to analyze gender differences in motivation; (2) to identify the link between
the components of motivation and academic achievement; (3) to estimate the
role of the previous academic achievement and educational choices. Two al-
ternative theoretical models are proposed and tested on empirical data. Struc-
tural equation modeling (SEM) in MPlus 7.31 was used for analysis. We found
that the course is more popular among males students, who also demonstrate
higher level of expectancy for success. However, there is no gender difference
in academic performance. Students majoring in Sociology and Economics per-
ceive Data Science as more interesting and useful than Management and Hu-
manities students. SEM analysis empirically validated the model in which ex-
pectancy of success directly influences academic achievement, and values
influence is mediated by expectancies. The final model that includes motiva-
tion, gender, students major, and previous achievement explains 34% of var-
iance in academic performance. We discuss the role of different components
of student motivation and practical significance of our results.

Keywords motivation, expectancy value theory, gender differences, statistics, data sci-
ence.

References Abraham J., Barker K. (2015) An Expectancy-Value Model for Sustained Enrol-
ment Intentions of Senior Secondary Physics Students. Research in Science
Education, vol.45, no 4, pp.509526.
AtkinsonJ.W. (1964) An Introduction to Motivation. Princeton, NJ: Van Nostrand.
BakerR.S., InventadoP.S. (2014) Educational Data Mining and Learning Ana-
lytics. Learning Analytics (eds J.A.Larusson, B.White), New York: Spring-
er, pp.6175. Available at: http://link.springer.com.ezproxy.its.uu.se/chap-
ter/10.1007/9781461433057_4 (accessed 20 October 2016).
Barba P.G, Kennedy G.E, AinleyM.D. (2016) The Role of Students Motivation
and Participation in Predicting Performance in a MOOC. Journal of Comput-
er Assisted Learning, vol.32, no 3, pp.218231. doi:10.1111/jcal.12130.

248 Educational Studies Moscow. 2016. No 4


EDUCATION STATISTICS AND SOCIOLOGY

Bandura A. (1993) Perceived Self-Efficacy in Cognitive Development and Func-


tioning. Educational Psychologist, vol.28, no 2, pp.117148.
Bessudnov A., Makarov A. (2015) School Context and Gender Differences in
Mathematical Performance among School Graduates in Russia. Internation-
al Studies in Sociology of Education, vol.25, no 1, pp.6381.
BretzR.D. (1989) College Grade Point Average as a Predictor of Adult Success:
A Meta-Analytic Review and Some Additional Evidence. Public Personnel
Management, vol.18, no 1, pp.1122.
EcclesJ.S., Wigfield A. (1995) In the Mind of the Actor: The Structure of Adoles-
cents Achievement Task Values and Expectancy-Related Beliefs. Person-
ality and Social Psychology Bulletin, vol.21, no 3, pp.215225.
EcclesJ.S., Wigfield A. (2002) Motivational Beliefs, Values, and Goals. Annual
Review of Psychology, vol.53, pp.109132.
Else-Quest N.M., HydeJ.S., LinnM.C. (2010) Cross-National Patterns of Gen-
der Differences in Mathematics: A Meta-Analysis. Psychological Bulletin,
vol.136, no 1, pp.103127.
Emmiolu E., Capa-Aydin Y. (2012) Attitudes and Achievement in Statistics:
AMeta-Analysis Study. Statistics Education Research Journal, vol.11, no 2,
pp.95102.
Furnham A., Chamorro-Premuzic T., McDougall F. (2002) Personality, Cogni-
tive Ability, and Beliefs about Intelligence as Predictors of Academic Perfor-
mance. Learning and Individual Differences, vol.14, no 1, pp.4764.
GriffithJ.D., AdamsL.T., GuL.L., HartC.L., Nichols-Whitehead P. (2012) Stu-
dents Attitudes toward Statistics across the Disciplines: A Mixed-Methods
Approach. Statistics Education Research Journal, vol.11, no 2, pp.4556.
HedgesL.V., Nowell A. (1995) Sex Differences in Mental Test Scores, Variabil-
ity, and Numbers of High-Scoring Individuals. Science, iss.269, pp.4145.
Hidi S., HarackiewiczJ.M. (2000) Motivating the Academically Unmotivated:
ACritical Issue for the 21st Century. Review of Educational Research, vol.70,
no 2, pp.151179.
Hood M., CreedP.A., NeumannD.L. (2012) Using the Expectancy Value Mod-
el of Motivation to Understand the Relationship between Student Attitudes
and Achievement in Statistics. Statistics Education Research Journal, vol.11,
no 2, pp.7285.
HopkoD.R., Mahadevan R., BareR.L., HuntM.K. (2003) The Abbreviated Math
Anxiety Scale (AMAS) Construction, Validity, and Reliability. Assessment,
vol.10, no 2, pp.178182.
JacobsJ.E., Lanza S., OsgoodD.W., EcclesJ.S., Wigfield A. (2004) Chang-
es in Childrens Self-Competence and Values: Gender and Domain Differ-
ences across Grades One through Twelve. Child Development, vol.73, no2,
pp.509527.
KuncelN.R., HezlettS.A., OnesD.S. (2001) A Comprehensive Meta-Analysis
of the Predictive Validity of the Graduate Record Examinations: Implications
for Graduate Student Selection and Performance. Psychological Bulletin,
vol.127, no 1, pp.162181.
LindbergS.M., HydeJ.S., PetersenJ.L., LinnM.C. (2010) New Trends in Gen-
der and Mathematics Performance: A Meta-Analysis. Psychological Bulle-
tin, vol.136, no 6, pp.11231135.
MeeceJ.L., GlienkeB.B., Burg S. (2006) Gender and Motivation. Journal of
School Psychology, vol.44, no 5, pp.351373.
MeeceJ.L., Wigfield A., EcclesJ.S. (1990) Predictors of Math Anxiety and Its
Consequences for Young Adolescents Course Enrollment Intentions and
Performances in Mathematics. Journal of Educational Psychology, vol.82,
no 1, pp.6070.

http://vo.hse.ru/en/ 249
EDUCATION STATISTICS AND SOCIOLOGY

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