. Pintrich (2003) refers to five frameworks
of social–cognitive constructs that have recently been used in research on
students’ motivation in the classroom context. The framework of selfbeliefs
(e.g. self-efficacy) asserts that when students believe that they can
do well in the educational settings, they feel confident, tend to try hard,
persist more, and perform better (Bandura, 1997). Attribution and control
beliefs (Weiner, 1986) support that students who believe that they have
more personal control of their learning are expected to do better and
achieve at higher levels than students who do not feel in control of their
learning behavior. Interest and intrinsic motivation is another theoretical
framework that expands the traditional distinction between students’
intrinsic and extrinsic motivation to a more complex differentiation of
extrinsic motivation. These different types of interest were found to lead
students to different learning outcomes (Ryan & Deci, 2000). Expectancyvalue
theory (Eccles & Wigfield, 1995) supports the view that students
are motivated when they judge a task as somehow important. Research
under this framework revealed that task valued beliefs seem to influence