Abstract

The purpose of this explanatory mixed methods study was to understand how 9th grade honors and general education language arts students made course enrollment decisions through the lens of the Expectancy-Value (E-V) theory. A survey was administered to 9th grade students (N = 118) attending a public high school with the overall mean score indicating fairly high reading motivation. A point biserial correlation analysis was conducted next to determine any significant correlations between course selection and the E-V expectancies for success and task values. Attainment was the only task value reporting a positive and statistically significant correlation. Six students with either high, medium, or low reading motivation were interviewed from which four themes emerged: expectancy for success and reader identity, utility and usefulness of reading in the future, cost and enjoyment associated with reading, and attainment and course enrollment decisions. Implications and recommendations for educators and researchers are provided.

摘要

这项解释性混合方法研究的目的是了解 9 年级荣誉学生和通识教育语言艺术学生如何通过期望值 (EV) 理论的视角做出课程注册决定。对就读公立高中的 9 年级学生（N = 118）进行了一项调查，总体平均分数表明阅读动机相当高。接下来进行点双序列相关性分析，以确定课程选择与成功和任务价值的 EV 预期之间的任何显着相关性。成就是唯一报告正相关且具有统计学意义的任务值。六名具有高、中或低阅读动机的学生接受了采访，其中出现了四个主题：对成功的期望和读者认同，未来阅读的效用和有用性、与阅读相关的成本和享受，以及成绩和课程注册决定。提供了对教育工作者和研究人员的启示和建议。