Interaction between task values and self-efficacy on maladaptive achievement strategy use

Lee, Jeesoo; Bong, Mimi; Kim, Sung-il

doi:10.1080/01443410.2014.895296

Cited by 69Education, Achievement, and GiftednessPerfectionism, Procrastination, Anxiety StudiesGrit, Self-Efficacy, and Motivation

Interaction between task values and self-efficacy on maladaptive achievement strategy use

Lee, Jeesoo, Bong, Mimi, Kim, Sung-il·2014·Educational Psychology

DOI 10.1080/01443410.2014.895296

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Abstract

We tested the interaction between task value and self-efficacy on defensive pessimism, academic cheating, procrastination and self-handicapping among 574 Korean 11th graders in the context of English as a foreign language. We hypothesised that perceiving high value in tasks or domains for which self-efficacy was low would pose a threat to perceived self-worth, leading students to resort to various maladaptive achievement strategies. Hierarchical multiple regression analyses demonstrated that, consistent with our hypothesis, the relationships of task value with academic cheating and procrastination depended on the level of self-efficacy. Perceiving high intrinsic value positively predicted academic cheating for students with low self-efficacy but not for students with high self-efficacy. Likewise, perceiving intrinsic or utility value positively predicted procrastination for students with low self-efficacy but not for students with high self-efficacy. Our findings support the major tenets of self-worth theory.

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For lower performing students, the act of trying to identify ways in which their course could benefit them might have exacerbated feelings that they lacked competence in the subject.
“For these students, the act of trying to identify ways in which their course could benefit them might have exacerbated feelings that they lacked competence in the subject (Lee, Bong, & Kim, 2014).”
From Tackling Educational Inequalities with Social Psychology: Identities, Contexts, and Interventions (2021) · cites this paper as Lee, Bong, & Kim, 2014

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Authors: Lee, J., Bong, M., & Kim, S.-I.
Affiliations: Korea University (KR)
Corresponding author: Bong, Mimi
ORCID: Lee, Jeesoo
Bong, Mimi
Kim, Sung-il
Venue: Educational Psychology
Publisher: Informa UK Limited
Published: 2014-03-06
Volume: 34
Issue: 5
Pages: 538-560
ISSN: 0144-3410 (ISSN-L)
1469-5820
DOI: 10.1080/01443410.2014.895296
OpenAlex: W2065500193
Cited by: 68
References: 64
Citations by year: 2026: 1 · 2025: 10 · 2024: 4 · 2023: 6 · 2022: 2 · 2021: 5 · 2020: 5 · 2019: 14 · 2018: 7 · 2017: 2 · 2016: 9 · 2015: 2 · 2014: 1
FWCI: 6.49
Type: journal article
Language: en
Open access: closed
Locations: Educational Psychology (publishedVersion)
Funders: Korea Science and Engineering Foundation
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Social Sciences › Psychology › Clinical Psychology › Perfectionism, Procrastination, Anxiety Studies
Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
Keywords: task value, self-efficacy, defensive pessimism, academic dishonesty, procrastination, self-handicapping, intrinsic value, utility value, English as a foreign language, high school students

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Interaction between task values and self-efficacy on maladaptive achievement strategy use

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