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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
Language: English
Authors: Patrick N. Beymer (ORCID 0000-0002-3569-2305), Kurtis L. Keller, Emily Q. Rosenzweig, Katherine Muenks
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
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  Data: Examining Interrelations among Weekly Coursework and Motivational Beliefs in College Physics
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  Data: <searchLink fieldCode="AR" term="%22Patrick+N%2E+Beymer%22">Patrick N. Beymer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3569-2305">0000-0002-3569-2305</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kurtis+L%2E+Keller%22">Kurtis L. Keller</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+Q%2E+Rosenzweig%22">Emily Q. Rosenzweig</searchLink><br /><searchLink fieldCode="AR" term="%22Katherine+Muenks%22">Katherine Muenks</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. 2026 118(4):594-610.
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  Data: 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
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  Data: 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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      – SubjectFull: Student Attitudes
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      – SubjectFull: Academic Persistence
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      – SubjectFull: Student Interests
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      – SubjectFull: Beliefs
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