Expectancy, value, promotion, and prevention: An integrative account of regulatory fit vs. non-fit with student satisfaction in communicating with teachers

Abstract

In this study, we report on findings regarding the role that key communication constructs have in mediating the relationships among domain-specific expectancy and value beliefs and general motivation orientations. The results show that when student motivation has a promotion focus, feeling satisfied in communicating with the teacher in a course is a catalyst for heightened levels of expectancy of success and utility value beliefs regarding the course. In contrast, when student motivation has a prevention focus, this orientation is unrelated to expectancy and value beliefs. These findings have pivotal implications for advancing theory development and pedagogical practice.