Examining Interrelations among Weekly Coursework and Motivational Beliefs in College Physics
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| Title: | Examining Interrelations among Weekly Coursework and Motivational Beliefs in College Physics |
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| Language: | English |
| Authors: | Patrick N. Beymer (ORCID |
| Source: | Journal of Educational Psychology. 2026 118(4):594-610. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Student Attitudes, Assignments, Physics, College Science, Student Motivation, Stress Variables, Academic Persistence, Student Interests, Beliefs |
| DOI: | 10.1037/edu0001012 |
| ISSN: | 0022-0663 1939-2176 |
| Abstract: | In the present study, we explored how students' (N = 672) perceptions of significant coursework (i.e., perceptions of having completed or having to prepare for one or more major assignments) in a college physics course and in nonphysics courses predicted their weekly motivational beliefs in physics, examining both within- and between-person effects. Results suggested that at the within-person level, when students reported having a significant physics assignment either in the past week or in the following week, they reported higher cost perceptions (effort, emotional, and/or outside effort cost) during the week they were surveyed compared with other weeks. In addition, when students reported needing to complete a significant assignment for a nonphysics course in the following week, they reported higher intrinsic and importance value for physics during the week they were surveyed compared with other weeks. Only a small number of these relations held in between-person analyses. Findings showed that anticipated and experienced coursework was related to students' weekly motivational beliefs in physics. Furthermore, students' coursework in other courses was related to their motivation for a focal course, pointing to the importance of examining students' multiple achievement activities. Finally, coursework was more strongly associated with variations in students' motivation in one week versus another than it was with one student's motivation compared with another student, emphasizing the importance of studying motivation in a dynamic way. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507468 |
| Database: | ERIC |
| Abstract: | In the present study, we explored how students' (N = 672) perceptions of significant coursework (i.e., perceptions of having completed or having to prepare for one or more major assignments) in a college physics course and in nonphysics courses predicted their weekly motivational beliefs in physics, examining both within- and between-person effects. Results suggested that at the within-person level, when students reported having a significant physics assignment either in the past week or in the following week, they reported higher cost perceptions (effort, emotional, and/or outside effort cost) during the week they were surveyed compared with other weeks. In addition, when students reported needing to complete a significant assignment for a nonphysics course in the following week, they reported higher intrinsic and importance value for physics during the week they were surveyed compared with other weeks. Only a small number of these relations held in between-person analyses. Findings showed that anticipated and experienced coursework was related to students' weekly motivational beliefs in physics. Furthermore, students' coursework in other courses was related to their motivation for a focal course, pointing to the importance of examining students' multiple achievement activities. Finally, coursework was more strongly associated with variations in students' motivation in one week versus another than it was with one student's motivation compared with another student, emphasizing the importance of studying motivation in a dynamic way. |
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| ISSN: | 0022-0663 1939-2176 |
| DOI: | 10.1037/edu0001012 |
