Expectancy-value theory (EVT) is a popular framework to understand and improve students' motivation. Unfortunately, limited research has verified whether EVT predictions generalize to students with low levels of cognitive ability. This study relies on Grade 5 and 8 data from 177 students with low levels of cognitive ability and a matched sample of 177 students with average to high cognitive ability from the German "Project for the Analysis of Learning and Achievement in Mathematics." Results showed that students with low levels of cognitive ability were able to differentiate EVT components. Both groups demonstrated a similar downward developmental trend in motivation from early to middle adolescence, and similar relations between EVT components and levels of efforts, self-regulation, and mathematics class grades.

中文翻译：

---

认知能力低的学生的数学动机：动机和与努力，自我调节和成绩的关系的纵向研究。

期望值理论（EVT）是了解和改善学生动机的流行框架。不幸的是，有限的研究已经证实了EVT预测是否可以推广到认知能力较低的学生。这项研究基于来自德国“数学学习与成就分析项目”的177名认知能力低水平学生的5年级和8年级数据以及177名中等至高认知能力学生的匹配样本。结果表明，认知能力低的学生能够区分EVT成分。两组都显示出从青春期早期到中期的相似的向下发展趋势，以及EVT组成部分与努力水平，自我调节和数学等级之间的相似关系。