TEACH YOU LATER: CULTURAL INTERPRETATION OF TEACHING EXPECTANCY EFFECTS ON INTRINSIC MOTIVATION OF SINGAPOREAN UNDERGRADUATES

Abstract

Peer tutoring has been shown to improve tutors' academic performance. One factor that contributes to this effect is teaching expectancy, which is the anticipation that one will learn a material, then teach it to another person. While teaching expectancy has been shown to increase cognitive organisation of knowledge and academic performance, the mechanism via which it increases academic performance is still unclear. For example, teaching expectancy may increase intrinsic motivation, but the increased anxiety arising from the expectation to teach may also diminish intrinsic motivation, and thus affect performance. This study explores the relationship between teaching expectancy, intrinsic motivation and state anxiety on test performance. Results show that teaching expectancy did not increase test performance, but increased state anxiety. Intrinsic motivation was not found to mediate the relationship between teaching expectancy and test scores. State anxiety did not moderate intrinsic motivation and test scores. Interestingly, the association between intrinsic motivation and test scores was found only for participants given teaching expectancy. It is plausible that Singapore's strong testing culture have engendered a test-oriented cognitive script among participants. The novelty of teaching expectancy and its emphasis of alternative learning goals may have re-oriented and transformed participants' approach to learning.