New publication from the department published in the "European Journal of Psychology of Education"

Against the background of situated expectation-by-value theory, the study examines the development of unfulfilled motivational expectations and unfulfilled motivational study values in the first year of study. The study is based on longitudinal data from 203 student teachers at six universities in Germany, which were collected at two measurement points in the first year of study. A latent change score model is used to analyze intra-individual changes in unfulfilled expectations of success and study scores as well as their reciprocal relationships. The results show that (1) unfulfilled expectations of success increase over the course of the first year. (2) Higher unfulfilled expectations of success go hand in hand with greater changes in unfulfilled study values. (3) Perceived support from teachers is positively related to changes in study scores, but not to expectations of success.

Wild, S., Kunina-Habenicht, O., & Grassinger, R. (2026, online first). Harder, but more fun than expected - Reciprocal effects of unmet expectancies of success and unmet study values.European Journal of Psychology of Education, 41,Article 60.https://doi.org/10.1007/s10212-026-01124-y