Motivation towards novel learning content: Perceived similarity of learning content, but not need for cognition, moderates the generalization of motivation

• Published in: British journal of educational psychology Vol. 92; no. 4; pp. 1403 - 1421
• Main Authors: Gorges, Julia, Schmidt, Leonie Christina
• Format: Journal Article
• Language: English
• Published: England Wiley 01.12.2022; British Psychological Society
• Subjects: adult education; Adult Learning; Adult Students; Automatic processes; Beliefs; Cognition; Cognitive Processes; College Graduates; Educational psychology; expectancy‐value theory; formation of motivation; Generalization; generalization of motivation; Hypotheses; intrinsic task value; Learning; lifelong learning; Motivation; need for cognition; novel learning content; Predictive validity; Prior Learning; Self Efficacy; self‐concept of ability; generalization of motivation; adult education; need for cognition; intrinsic task value; formation of motivation; self-concept of ability; lifelong learning; expectancy-value theory; novel learning content
• ISSN: 0007-0998; 2044-8279; 2044-8279
• DOI: 10.1111/bjep.12507

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.