Strategy-based motivation to use the drawing strategy. The relationships between self-efficacy, value, cost, and gender

Overview & Synopsis

Motivation and strategies are important for students' learning. In this contribution, we investigated the motivation to use the learner-generated drawing strategy. On the basis of expectancy-value theory, we analyzed the relationships between three components of strategybased motivation (self-efficacy, value, and cost) and gender differences in these three components of motivation. To address research questions and test hypotheses, we re-analyzed the data from a prior study (N = 402) that assessed low-secondary school students' motivation at two measurement points. Results indicate (1) a positive relationship between self-efficacy and value and a negative relationship between self-efficacy and cost and (2) lower self-efficacy and a higher value given to the drawing strategy in female students. One important implication is that gender differences should be taken into account in strategy-based motivation in research and practice.