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Mangkornnoi Liu, Srinakharinwirot University, ThailandSittipong Wattananonsakul, Srinakharinwirot University, Thailand
Abstract
This study investigates the academic achievement of senior psychology students through the framework of Expectancy-Value Theory. Self-efficacy and task value were examined as primary predictors of academic outcomes, with mastery and performance goals assessed as mediating variables to better understand their influence on students’ academic behaviors and performance. A total of 120 senior psychology students participated in the study. Structural Equation Modeling (SEM) was utilized to examine the hypothesized relationships among the predictor variables, mediating variables, and academic achievement outcomes. Results revealed that self-efficacy and task value significantly predicted both mastery and performance goals. Mastery goals demonstrated a stronger mediating effect on academic achievement, underscoring the critical role of intrinsic motivation in driving academic success. Conversely, performance goals showed a moderate mediating effect, suggesting their relevance in specific achievement contexts. These findings support the validity of the Expectancy-Value Theory in understanding student achievement and provide practical insights for educators to foster motivation and achievement among psychology students.
Paper Information
Conference: ACP2025Stream: Psychology and Education
This paper is part of the ACP2025 Conference Proceedings (View)
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To cite this article:
Liu M., & Wattananonsakul S. (2025) The Role of Expectancy-Value Theory in Predicting Academic Success Among Psychology Students ISSN: 2187-4743 – The Asian Conference on Psychology & the Behavioral Sciences 2025 Official Conference Proceedings (pp. 391-395) https://doi.org/10.22492/issn.2187-4743.2025.30
To link to this article: https://doi.org/10.22492/issn.2187-4743.2025.30
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