Literaturnachweis - Detailanzeige
| Autor/inn/en | Cambria, Jenna; Brandt, Holger; Nagengast, Benjamin; Trautwein, Ulrich |
|---|---|
| Titel | Frame of Reference Effects on Values in Mathematics: Evidence from German Secondary School Students |
| Quelle | In: ZDM: The International Journal on Mathematics Education, 49 (2017) 3, S.435-447 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Cambria, Jenna) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1863-9690 |
| DOI | 10.1007/s11858-017-0841-0 |
| Schlagwörter | Foreign Countries; Student Motivation; Academic Achievement; Predictor Variables; Expectation; Beliefs; Values; Peer Influence; Mathematics Instruction; Secondary School Students; Structural Equation Models; Self Concept; Context Effect; Gender Differences; Germany |
| Abstract | Expectancy-value theory of achievement motivation identifies two classes of beliefs that are important predictors of educational choices and achievement: expectancies and values. It is well known that high achieving peers can have a negative impact on self-concept and other measures of expected success: holding individual achievement constant, school or class average achievement negatively predicts self-perceptions of ability, called the Big Fish Little Pond Effect (Marsh, "Journal of Educational Psychology" 79(3):280-295, 1987). In this paper, research on the Big Fish Little Pond Effect is extended to students' values in mathematics. Data were drawn from the Transformation of the Secondary School System and Academic Careers study including 2079 secondary school students from 156 randomly selected schools in Baden-Württemberg, Germany. Using multilevel structural equation models, negative contextual effects for utility value, intrinsic/attainment value, and self-concept, and positive contextual effects for cost were found. There was no evidence for gender differences in the BFLPE. Self-concept significantly mediated the effects of individual and average achievement on each of the values. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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