Course-specific motivated learning and outcomes : the role of the perceived task value of course-specific assignments
Journal of Teaching in International Business
Academic self\-efficacy, Deep learning strategy, Expectancy\-value theory, Learning outcomes
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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Li, L. Y. E. (2011). Course-specific motivated learning and outcomes: The role of the perceived task value of course-specific assignments. Journal of Teaching in International Business, 22(2), 107-125. doi: 10.1080/08975930.2011.615674