Expectations of results and values in students
| Author | Irena Alimerko |
| Position | University 'Ismail Qemali' of Vlora |
| Pages | 18-22 |
Vo
l.
5
N
o
.
3
N
ovember, 2019
A
cademic Journal o
f
Business,
A
dministration, Law and Social Science
s
II
PCCL Publishin
g
, Graz-
A
ustri
a
ISS
N 2410-391
8
A
cces online at www.ii
p
ccl.or
g
1
8
E
xpectations of results and values in student
s
PhD
I
r
e
n
a
Ali
m
e
r
ko
University
"
Ismail Qemali
"
of Vlora
Ab
str
a
ct
I
n t
h
e e
d
ucationa
l
system an
d
psyc
h
osocia
l
preparation, t
h
e emp
h
asis is p
l
ace
d
on
b
e
h
avior
a
s
a
c
o
nn
e
ct
i
v
e
fu
nct
io
n b
e
tw
ee
n:
The students' expectation o
f
a aining or acquiring a particular result as a
f
unction derived
f
rom per
f
orming speci
fi
c behavior; the measure and the way they evaluate the achieved result
(
A
t
k
inson J.W. 1957. pp. 64, 359-372; Vroom V.H. 1064)
.
S
tudents reason the possibilities o
f
achieving di
erent goals in a certain situation, and in this
case stu
d
ents are not motivate
d
to ac
h
ieve t
h
e impossi
bl
e a
l
so
d
o not set goa
l
s t
h
at t
h
ey
d
eem
una ainable and
f
urthermore the positive expectation does not lead to action i
f
the goal is
impossible.
E
xpectations and values in
fl
uence students, but they do not guarantee motivation
an
d
l
earning.
The e
ectiveness itsel
f
di
ers
f
rom expectations and values which have to do with students'
b
elie
f
s about their learning abilities. They e
ectively acquire the necessary skills and
k
now
l
e
d
ge to o
b
tain t
h
e estimate
d
resu
l
ts.
A
ri
b
utes
h
ave to
d
o wit
h
t
h
e way
b
y w
h
ic
h
t
h
e
students tend to explain the causes o
f
events which are very meaning
f
ul to them (Heider, 1958;
W
einer, 1985, pp. 92, 548-573
).
I
n situations related to their achievements, learners o
en a ribute successes and
f
ailures to
f
actors such as e
orts, abilities, di
culty o
f
the task, and luck (Weiner, 1979, p. 71).
A
r
i
b
u
t
e
s
i
n
fl
ue
nc
e
on
e
xpectations
f
or
f
uture successes, students a ribute previous successes
t
o sustainable
f
actors
f
or example how a lot o
f
skills and an easy task are predisposed to have
h
igh expectations o
f
success, rather than those who emphasize less on sustainable
f
actors such
a
s: numerous e
orts or luck (Weiner, 1979, 1985). Students who succeed through hard work
c
onsi
d
er t
h
emse
l
ves
l
ess capa
bl
e t
h
an t
h
ose w
h
o succee
d
easi
l
y. Success on t
h
e easy tas
k
d
oes
no
t
i
ncr
ea
s
e
e
e
ct
i
v
e
n
e
ss
a
s m
u
ch
a
s th
e
s
u
cc
e
ss
o
n th
e
d
i
c
u
lt t
a
sk.
E
ciency depends on a ribution
f
actors as much as other in
fl
uences such as the situation
under which occurs the per
f
ormance.
K
e
y
wor
d
s
:
sel
f
-concept, high expectations
f
or success, sel
f
-perception, avoidance o
f
f
ailure
.
I
ntr
odu
ct
io
n
S
el
f
-Concept is explained as the individual's perceptions o
f
themselves in accordance
with the norms and rules o
f
the society in which they live. This concept is
f
ormed
by
di
erent ex
p
eriences and inter
p
retations o
f
the background; in
fl
uenced b
y
rein
f
orcements and ratings o
f
im
p
ortant
p
ersons (Shavelson R. J. & Bolus R. 1982.
pp
. 3-17
).
T
he Sel
f
-Conce
p
t includes sel
f
-esteem, sel
f
-con
fi
dence, stabilit
y
and sel
f
-
p
ers
p
icuit
y
(Rosenberg M.1962). Sel
f
-esteem is dealing with sense o
f
worthiness that one raises
f
or onesel
f
, so is res
p
ect
f
or onesel
f
. Sel
f
- con
fi
dence is the trust that the individual
c
reates in himsel
f
f
or his or her abilities to achieve the goal. The stabilit
y
that the
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