Georgeta M. Hodis

Expectancy, Value, Promotion, and Prevention: An Integrative Account of Regulatory Fit vs. Non-fit with Student Satisfaction in Communicating with Teachers

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.

Assessing Motivation of Secondary School Students: An Analysis of Promotion and Prevention Orientations as Measured by the Regulatory Focus Questionnaire

Measuring human motivation requires understanding the outcomes individuals value and the strategies they prefer to employ to attain them. Knowledge of promotion and prevention, two pivotal motivation orientations, provide key information regarding these aspects. The Regulatory Focus Questionnaire, which measures these two independent constructs, was validated using data provided by university students and alumni of an elite U.S. university. Thus, little is known whether this instrument provides reliable and valid measures of promotion and prevention in a population of younger respondents from a different culture. To bridge this gap, the study employed data collected from three independent large samples of New Zealand secondary school students and used the jigsaw piecewise technique in combination with confirmatory factor analyses. Findings show that, in this population, items in the Regulatory Focus Questionnaire measure promotion and prevention as theoretically distinct constructs.

Measuring Promotion and Prevention Orientations of Secondary School Students It Is More Than Meets the Eye

The General Regulatory Focus Measure has been used extensively in psychological research to gauge promotion and prevention orientations. Findings of this research show that for New Zealand secondary school students, the General Regulatory Focus Measure does not measure promotion and prevention as theoretically independent constructs.

Latent Growth Modeling for Communication Research: Opportunities and Perspectives

Latent growth modeling (LGM) is a powerful, flexible, and versatile methodology for studying time-related change. Employing LGM in the communication field can make important contributions to advancing communication research, theory, and pedagogy. This chapter presents the specific advantages of conceptualizing and analyzing change in a LGM framework and offers a methodologically sound and useful presentation of the procedure from a structural equation modeling perspective. In addition, the chapter illustrates the benefits of studying change at the construct (latent variable) level, offers a comprehensive example of testing for longitudinal invariance, and introduces the unconditional and conditional second-order LGMs.