title: Expectancy-value theory in persistence of learning effects in schizophrenia: role of task value and perceived competency.
abstract: Expectancy-value theory, a widely accepted model of motivation, posits that expectations of success on a learning task and the individual value placed on the task are central determinants of motivation to learn. This is supported by research in healthy controls suggesting that beliefs of self-and-content mastery can be so influential they can predict the degree of improvement on challenging cognitive tasks even more so than general cognitive ability. We examined components of expectancy-value theory (perceived competency and task value), along with baseline arithmetic performance and neuropsychological performance, as possible predictors of learning outcome in a sample of 70 outpatients with schizophrenia randomized to 1 of 2 different arithmetic learning conditions and followed up after 3 months. Results indicated that as with nonpsychiatric samples, perceived self-competency for the learning task was significantly related to perceptions of task value attributed to the learning task. Baseline expectations of success predicted persistence of learning on the task at 3-month follow-up, even after accounting for variance attributable to different arithmetic instruction, baseline arithmetic ability, attention, and self-reports of task interest and task value. We also found that expectation of success is a malleable construct, with posttraining improvements persisting at follow-up. These findings support the notion that expectancy-value theory is operative in schizophrenia. Thus, similar to the nonpsychiatric population, treatment benefits may be enhanced and better maintained if remediation programs also focus on perceptions of self-competency for the training tasks. Treatment issues related to instilling self-efficacy in cognitive recovery programs are discussed.
authors.affiliation: Department of Psychiatry, Division of Mental Health Services and Policy Research, Columbia University Medical Center, 1051 Riverside Drive, New York, NY 10032, USA. Jc3110@columbia.edu
authors.forename: Jimmy
authors.initials: J
authors.lastname: Choi
authors.forename: Joanna M
authors.initials: JM
authors.lastname: Fiszdon
authors.forename: Alice
authors.initials: A
authors.lastname: Medalia
mesh_terms: D003072:Cognition Disorders / Q000175:diagnosis / Q000523:psychology / Q000534:rehabilitation*; D005500:Follow-Up Studies; D006801:Humans; D008433:Mathematics; D009042:Motivation; D009483:Neuropsychological Tests / Q000706:statistics & numerical data; D011340:Problem Solving; D011582:Psychological Theory; D011594:Psychometrics; D012153:Retention, Psychology; D012559:Schizophrenia / Q000175:diagnosis / Q000534:rehabilitation*; D012565:Schizophrenic Psychology; D020377:Self Efficacy; D012718:Set, Psychology