000			02982nam a22002657a 4500
005			20231106164933.0
008			231106b ||||| |||| 00| 0 eng d
022			_a0007-0998
037			_bRIEBPL Library
082			_a370.1505
100			_aJulia Gorges, and Leonie Christina Schmidt
245			_a Motivation towards novel learning content: Perceived similarity of learning content, but not need for cognition, moderates the generalization of motivation _b(Journal Article)
260			_aUK _b: Wiley and sons _c,December 2022
300			_a1403-1421 p.
490			_aBritish Journal of Educational Psychology,Volume92, Issue4
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- Background The generalization of established motivation hypothesis states that individuals use established motivational beliefs to predict motivational beliefs regarding novel learning content on the basis of the perceived similarity between academic domains. Aims This study tests the generalization hypothesis by investigating the assumed moderating role of the extent of perceived similarity between known and novel learning content and need for cognition (NFC). Sample(s) Participants were adult students (n = 576) from various study programs (Study 1) and non-students (n = 628) of whom the majority held at least a bachelor's degree (Study 2). Methods In this prospective correlational survey study, we used online self-report measures to assess participants’ self-concept of ability (SCA) and intrinsic task value (ITV) regarding their established and anticipated motivational beliefs regarding a set of school subjects (known learning content) and fields of study (novel learning content), perceptions of similarity, and their NFC. Data was analysed using structural equation modelling with latent interaction variables. Results We found support for the generalization hypothesis and documented that the perceived similarity moderated the generalizing effect (i.e., SCA and ITV had stronger predictive validity for learning content that was perceived as more similar). However, the results obtained for the moderating effect of NFC were mostly nonsignificant. Conclusion Individuals generalize established motivation regarding known learning content to anticipated motivation regarding novel learning content perceived as being similar. The extent of perceived similarity enhances this effect, whereas NFC does not. Future research should address the underlying automatic and deliberate cognitive processes of generalization.
650			_aadult education
650			_aexpectancy-value theory formation of motivation
650			_ageneralization of motivation
650			_aintrinsic task value lifelong learning need for cognition
650			_anovel learning content self-concept of ability
856			_u https://bpspsychub.onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12507
942			_cPER
999			_c44749 _d44748