Unpacking Domain-Specific Achievement Motivation: The Role of Contextualising Items for Test-Criterion Correlations

Autor/inn/en	Michel, Yvonne A.; Steinmayr, Ricarda; Frenzel, Anne C.; Ziegler, Matthias
Titel	Unpacking Domain-Specific Achievement Motivation: The Role of Contextualising Items for Test-Criterion Correlations
Quelle	In: Educational Psychology, 42 (2022) 4, S.501-525 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2020.1713303
Schlagwörter	Academic Achievement; Student Motivation; Criterion Referenced Tests; Scores; Secondary School Students; Self Esteem; Construct Validity; Correlation + Suchen Sie Ihr Suchwort? Schulleistung; Schulische Motivation; Sekundarschüler; Self-esteem; Selbstaufmerksamkeit; Korrelation
Abstract	Achievement motivation scores on the domain-specific level are better predictors of domain-matching scholastic performance than scores of general achievement motivation measures. Although there is research on domain-specific motivational measures, it is still unknown where this higher predictive power originates from. To address this, 715 students in secondary school answered questionnaires on general and domain-specific achievement motivation, domain-specific self-concept, and domain-specific self-esteem in two different studies. The first study was designed to disentangle the variance components in general and domain-specific achievement motivation in order to delineate hypotheses regarding potential drivers for the predictive power of domain-specific achievement motivation. The findings implied a strong role for a shared method factor. To explore the nature of this method factor, domain-specific self-concept/-esteem were focussed to establish discriminant validity evidence in a second study. The results indicate that the additional domain-specific variance can, in large parts, be explained by self-concept and self-esteem on domain-specific level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01