The current study utilized the instructional beliefs model to explore the relationships and impact of students’ focus on instrumental outcomes (i.e., grade orientation, academic entitlement) and perceptions of classroom justice on mediating variables of expectancy and affect beliefs, which were proposed to influence student learning. The results of a structural equation model indicated that students’ instrumental focus negatively predicted, and perceptions of classroom justice positively predicted, expectancy beliefs and affective learning. These instructional beliefs, in turn, positively predicted students’ learning behaviors. The increasing prevalence of academic entitlement combined with a grade orientation negatively impact student learning through students’ instructional beliefs.
|Number of pages||21|
|State||Published - Oct 20 2014|
Bibliographical notePublisher Copyright:
© 2014, Eastern Communication Association.
- Academic Entitlement
- Classroom Justice
- Grade Orientation
- Instructional Beliefs Model
ASJC Scopus subject areas