Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children.

Autor/inn/en	Spinath, Birgit; Spinath, Frank M.
Titel	Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children.
Quelle	In: Learning and instruction, 15 (2005) 2, S. 87-102Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Abbildungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2005.04.008
Schlagwörter	Kompetenz; Faktorenanalyse; Fragebogen; Längsschnittuntersuchung; Quantitative Forschung; Strukturgleichungsmodell; Varianzanalyse; Selbsteinschätzung; Grundschule; Schüler; Lernmotivation; Entwicklung; Deutschland
Abstract	The present study examined the link between general school-related learning motivation and competence beliefs in elementary school children. In a cross-sequential design, the populations of four German elementary schools (total N = 789) were examined over a two-year period. Children completed self-report questionnaires every six months. Absolute (i.e. mean-level) and relative (i.e. correlational) changes in both variables were examined longitudinally. The results show that learning motivation and competence beliefs decreased over the elementary school years. Children's competence beliefs were moderately to strongly associated with their learning motivation. No evidence for causal determination of learning motivation through ability perception or vice versa was found at any point in time. Results are discussed with regard to practical consequences for teachers and researchers. (übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/1