Daten und Materialien zum Artikel "Linguistic demands of instructions: Effects on students’ expectancy-value beliefs“

Language in educational contexts is characterized by complex and cognitively demanding features that can be challenging to use. Based on situated expectancy-value theory (SEVT), the authors assumed that these linguistic demands can lower students’ expectancies of performing well and the intrinsic value they place on tasks. In this study, they examined (1) how three different conditions of linguistic demand (easy, moderate, and difficult) in an instructional statistics video affect students’ expectancies of success and intrinsic task value. (2) Subsequently, they investigated the role of students’ language abilities. They first examined the extent to which students’ language abilities affected their expectancies of success and intrinsic task value while learning with the instructional video. (3) Additionally, the researchers examined the extent to which the interaction between linguistic demands and students’ language abilities affected their expectancy-value beliefs. High linguistic task demands in relation to individuals’ language abilities and their expectancy-value beliefs have been found to affect students’ academic achievement. Therefore, the researchers examined (4) the extent to which differences in students’ expectancies of success and intrinsic task value based on language-related variables (experimental condition, language abilities, and experimental condition × language abilities) subsequently lead to differences in their achievement. - Data were collected from pre-service teachers (n=123) at a German university through convenience sampling. The participating students watched a five-minute German language instructional statistics video on skewness and excess on their own mobile devices during a lecture on research methods that is part of their teacher training program. Participants were randomly assigned to one of the three instructional videos: 42 students watched the linguistically easy instructional video, 43 students watched the linguistically moderate version, and 38 students watched the linguistically difficult version. Students’ expectancies of success and intrinsic task value were measured while they watched the instructional video, which was paused halfway between two thematic sections. Language abilities were assessed prior to viewing the video, and the achievement test was administered immediately afterwards.