Course-specific motivated learning and outcomes : the role of the perceived task value of course-specific assignments

Research output: Journal PublicationsJournal Article (refereed)

4 Citations (Scopus)

Abstract

Although the internationalization of curricula has increased steadily over the past 30 years, most universities and business schools have concentrated their efforts on program assessment activities, leaving course-level assessment as a gap in most international business assessment portfolios. To address the gap in aligning course-specific designs with course-specific learning outcomes, the current study focuses on a specific course domain. This study (1) assesses how students' subject-specific motivational beliefs and learning behavior affect their perceived learning outcomes, and (2) examines how students' perceptions of the task value of subject-specific assignments strengthen or weaken the effect of motivated learning on learning outcomes. The results highlight the critical roles of group-based term projects and individual-based IT tasks in strengthening the effect of self-efficacy and deep learning behavior on learning outcomes. International business educators are thus advised to manage students' perceived task value with regard to outcome and effort expectancy. Practicable recommendations are provided for building up students' expectations about desirable learning outcomes in relation to project-specific assignments, and fostering students' beliefs about return-on-efforts through project-specific assessment rubrics.
Original languageEnglish
Pages (from-to)107-125
Number of pages19
JournalJournal of Teaching in International Business
Volume22
Issue number2
DOIs
Publication statusPublished - 7 Nov 2011

Fingerprint

learning
Values
learning behavior
student
business school
internationalization
self-efficacy
Assignment
Learning outcomes
educator
curriculum
university
Group
Learning behavior
International business
Program assessment
Student perceptions
Self-efficacy
Deep learning
Internationalization

Keywords

  • Academic self\-efficacy
  • Deep learning strategy
  • Expectancy\-value theory
  • Learning outcomes

Cite this

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title = "Course-specific motivated learning and outcomes : the role of the perceived task value of course-specific assignments",
abstract = "Although the internationalization of curricula has increased steadily over the past 30 years, most universities and business schools have concentrated their efforts on program assessment activities, leaving course-level assessment as a gap in most international business assessment portfolios. To address the gap in aligning course-specific designs with course-specific learning outcomes, the current study focuses on a specific course domain. This study (1) assesses how students' subject-specific motivational beliefs and learning behavior affect their perceived learning outcomes, and (2) examines how students' perceptions of the task value of subject-specific assignments strengthen or weaken the effect of motivated learning on learning outcomes. The results highlight the critical roles of group-based term projects and individual-based IT tasks in strengthening the effect of self-efficacy and deep learning behavior on learning outcomes. International business educators are thus advised to manage students' perceived task value with regard to outcome and effort expectancy. Practicable recommendations are provided for building up students' expectations about desirable learning outcomes in relation to project-specific assignments, and fostering students' beliefs about return-on-efforts through project-specific assessment rubrics.",
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author = "LI, {Ling Yee, Esther}",
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journal = "Journal of Teaching in International Business",
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AB - Although the internationalization of curricula has increased steadily over the past 30 years, most universities and business schools have concentrated their efforts on program assessment activities, leaving course-level assessment as a gap in most international business assessment portfolios. To address the gap in aligning course-specific designs with course-specific learning outcomes, the current study focuses on a specific course domain. This study (1) assesses how students' subject-specific motivational beliefs and learning behavior affect their perceived learning outcomes, and (2) examines how students' perceptions of the task value of subject-specific assignments strengthen or weaken the effect of motivated learning on learning outcomes. The results highlight the critical roles of group-based term projects and individual-based IT tasks in strengthening the effect of self-efficacy and deep learning behavior on learning outcomes. International business educators are thus advised to manage students' perceived task value with regard to outcome and effort expectancy. Practicable recommendations are provided for building up students' expectations about desirable learning outcomes in relation to project-specific assignments, and fostering students' beliefs about return-on-efforts through project-specific assessment rubrics.

KW - Academic self\-efficacy

KW - Deep learning strategy

KW - Expectancy\-value theory

KW - Learning outcomes

UR - http://commons.ln.edu.hk/sw_master/595

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