Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains.

Autor/inn/en	Arens, A. Katrin; Schmidt, Isabelle; Preckel, Franzis
Titel	Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains.
Quelle	In: The journal of educational psychology, 111 (2019) 4, S. 663-684Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000313
URN	urn:nbn:de:0111-pedocs-174751
Schlagwörter	Kompetenz; Längsschnittuntersuchung; Einstellung (Psy); Erwartung; Selbstkonzept; Schulform; Sekundarstufe I; Schüler; Lernerfolg; Schulnote; Motivation; Deutschunterricht; Englischunterricht; Mathematikunterricht; Wert; Bayern; Deutschland; Hessen
Abstract	This study expanded on research on temporal relations among motivation constructs as stated by expectancy-value theory, which has so far neglected the differentiation of value facets, the examination of long time spans with multiple measurement waves, and domain-specific patterns of findings. We examined the longitudinal relations among academic self-concept, intrinsic value, and attainment value in the three domains of math, German, and English across 5 annual measurement waves covering Grades 5 to 9 with German secondary school students (N = 2,116). The analyses based on cross-lagged panel models. In math and English, former academic self-concept was positively related to later intrinsic value and attainment value. In German, former intrinsic value and attainment value were positively related to later academic self-concept. The cross-lagged relations among value constructs varied according to the domain, hinting at the domain specificity of findings. The relations among academic self-concept, intrinsic value, and attainment value in the 3 domains did not change in size across students' secondary school years. In addition, the pattern of all relations remained stable when controlling for students' domain-specific achievement measured by school grades in the respective domains. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/1