Change in children's competence beliefs and subjective task values across the elementary school years. A 3-year study.

Autor/inn/en	Wigfield, Allan; Eccles, Jacquelynne S.; Yoon, Kwang Suk; Harold, Rena D.; Arbreton, Amy J. A.; Freedman-Doan, Carol; Blumenfeld, Phyllis C.
Titel	Change in children's competence beliefs and subjective task values across the elementary school years. A 3-year study.
Quelle	In: Journal of educational psychology, 89 (1997) 3, S. 451-469Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/0022-0663.89.3.451
Schlagwörter	Längsschnittuntersuchung; Gender; Selbstbeurteilung; Selbstbewusstsein; Selbstwahrnehmung; Soziale Herkunft; Geschlechtsspezifischer Unterschied; Grundschule; Längsschnittuntersuchung; Lesen; Leseunterricht; Mathematik; Mathematikunterricht; Musik; Musikinstrument; Schüler; Selbstbewusstsein; Sport; Soziale Klasse; Sportunterricht; Soziale Herkunft; Lesenlernen; Grundschule; Schüler; Musikalische Begabung; Lesen; Lesenlernen; Leseunterricht; Mathematik; Mathematikunterricht; Mathematische Kompetenz; Musik; Musikinstrument; Musikunterricht; Soziale Klasse; Sport; Sportunterricht; Grundschulalter; Gender
Abstract	The authors assessed change over 3 years in elementary school children's competence beliefs and subjective task value in the domains of math, reading, instrumental music, and sports. The longitudinal sample consisted of approximately 615 mostly White, lower middle to middle-class children. Stability correlations indicated moderate to strong stability in children's beliefs, especially older children's competence beliefs. The relation of children's ratings of their competence in each domain to estimates of their competence in those domains provided by both parents and teachers increased over the early elementary grades. Children's competence beliefs and ratings of the usefulness and importance of each activity decreased over time. Children's interest in reading and instrumental music decreased, but their interest in sports and math did not. Gender differences in children's competence beliefs and subjective task values did not change over time. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/2