ABSTRACT
This chapter reports 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. It shows when student motivation has a promotion focus; feeling satisfied in communicating with 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. The chapter tests a theoretical model positing that general and school-related communicative self-efficacy beliefs, together with student satisfaction in communicating with their mathematics teachers, provide a mediating mechanism linking pivotal motivational orientations to expectancy and value beliefs related to mathematics. This model is titled promotion-prevention-communication-expectancy-value PRO-PRE-COM-EXP-VAL. This model hypothesizes that core self-efficacy beliefs are influenced by student characteristics and act as mediators between these student characteristics and key factors that affect learning outcomes.
