Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes.

Autor/inn/en	Guo, Jiesi; Nagengast, Benjamin; Marsh, Herbert W.; Kelava, Augustin; Gaspard, Hanna; Brandt, Holger; Cambria, Jenna; Flunger, Barbara; Dicke, Anna-Lena; Häfner, Isabelle; Brisson, Brigitte; Trautwein, Ulrich
Titel	Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes.
Quelle	In: AERA open, 2 (2016) 1, S. 1-20 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2332-8584
DOI	10.1177/2332858415626884
Schlagwörter	Selbstkonzept; Selbstwahrnehmung; Lehrer; Mathematik; Mathematikunterricht; Motivation; Schülerbeurteilung; Lernmotivation; Leistungsmotivation; Leistung; Leistungsbeurteilung; Erwartungswert; Überzeugung; Norm; Schuljahr 09; Lehrer; Leistungsbeurteilung; Schulische Motivation; Schülerbeurteilung; Leistungsmotivation; Lernmotivation; Motivation; Erwartungswert; Mathematik; Mathematikunterricht; Mathematische Kompetenz; Norm; Überzeugung; Leistung
Abstract	Drawing on expectancy-value theory, the present study examined the unique contributions of the four major value beliefs and self-concept on achievement, self-reported effort, and teacher-rated behavioral engagement in mathematics. In particular, we examined the multiplicative effects of self-concept and task values on educational outcomes using the latent moderated structural equation approach. Participants were 1,868 German ninth-grade students. The data analyses relied on a higher-order structure of value beliefs, which is suited to parsing the differential patterns of predictive relations for different value beliefs. The findings revealed that (a) self-concept was more predictive of achievement, whereas value beliefs were more predictive of self-rated effort; (b) self-concept and value beliefs emerged as equally important predictors of teacher-reported engagement; (c) among the four value beliefs, achievement was more associated with low cost, whereas effort was more associated with attainment value; and (d) latent interactions between self-concept and value beliefs predicted the three outcomes synergistically. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2