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<p>Motivational costs in situated expectancy-value theory are associated with low examination performance and are often analyzed unidimensionally by one factor, at only a few measurement points, in long-term assessments, and in specific academic fields, e.g. STEM. We analyze four cost components and their interindividually different development trajectories in university courses over one semester, taking into account demographic factors and subsequent examination behavior. We use longitudinal data from <i>N</i> = 374 students (prospective teachers and students in the BA Rehabilitation Education program) with three measurement points per semester. We identified different class solutions for each cost component with growth mixture models. Results revealed 3 classes of trajectories for task effort cost, 2 classes of trajectories for outside effort cost, 4 classes of trajectories for loss of valued alternatives, and 4 classes of trajectories for emotional costs. Furthermore, we found associations between these trajectory class solutions and migration background, working while studying, gender, and examination scores. Our study provides guidance for the development of teaching and curricula as well as support programs for vulnerable groups.</p>

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Development of different motivational cost component classes in university courses: group specific trajectories and later examination behavior

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月14日

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  • Steffen Wild,
  • Olga Kunina-Habenicht,
  • Luise von Keyserlingk

摘要

Motivational costs in situated expectancy-value theory are associated with low examination performance and are often analyzed unidimensionally by one factor, at only a few measurement points, in long-term assessments, and in specific academic fields, e.g. STEM. We analyze four cost components and their interindividually different development trajectories in university courses over one semester, taking into account demographic factors and subsequent examination behavior. We use longitudinal data from N = 374 students (prospective teachers and students in the BA Rehabilitation Education program) with three measurement points per semester. We identified different class solutions for each cost component with growth mixture models. Results revealed 3 classes of trajectories for task effort cost, 2 classes of trajectories for outside effort cost, 4 classes of trajectories for loss of valued alternatives, and 4 classes of trajectories for emotional costs. Furthermore, we found associations between these trajectory class solutions and migration background, working while studying, gender, and examination scores. Our study provides guidance for the development of teaching and curricula as well as support programs for vulnerable groups.