Theresa Schnettler stellt in dieser Zoom-Sitzung für das Psychologische Fachkolloquium Forschungsergebnisse zur Motivation w?hrend es Studiums dar.

Situated expectancy-value theory (SEVT; Eccles & Wigfield, 2020) offers a fruitful and well-established framework to investigate student motivation in higher education since its components are most proximally linked to students’ academic achievement (Schneider & Preckel, 2013) and student dropout intention (Dresel & Grassinger, 2013; Schnettler et al., 2020). Yet, most recent developments such as the differentiation of value (Gaspard et al., 2015, 2017), the cost debate (Barron & Hulleman, 2015; Miele et al., 2020), and the re-introduction of multiplicative effects (Trautwein et al., 2012) point to pending open questions on the relations between the theory’s core components. Using longitudinal data of N = 1,435 undergraduate students obtained in the context of the project ProkRASt, funded by the Federal Ministry of Education and Research, we addressed this overarching question using two different approaches. First, we examined internal relations in terms of factor structure by using innovative bifactor exploratory structural equation modelling (Part et al., 2020). Second, we investigated the interplay of the motivational components in predicting central academic outcomes at university (academic achievement and student dropout intention), thereby examining additive and multiplicative effects of the motivational components. After presenting the main results of the study, theoretical implications on how to situate cost into the SEVT framework and practical implications regarding the design of intervention approaches to foster student motivation and success are discussed.