Understanding mean-level and intraindividual variability in state academic self-concept: The role of students' trait expectancies and values.

Autor/inn/en	Niepel, Christoph; Hausen, Jennifer E.; Weber, Anke Maria; Möller, Jens
Titel	Understanding mean-level and intraindividual variability in state academic self-concept: The role of students' trait expectancies and values. Gefälligkeitsübersetzung: Verstehen der durchschnittlichen und intraindividuellen Variabilität des akademischen Selbstkonzepts als State: Die Rolle von Trait-Schülererwartungen und -werten.
Quelle	In: The journal of educational psychology, 117 (2025) 5, S. 772-788Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000946
Schlagwörter	Erwartung; Persönlichkeitsmerkmal; Selbstkonzept; Sekundarbereich; Schüler; Schülerin; Prüfungsangst; Interesse; Mathematik; Wertvorstellung
Abstract	The present study pursues a novel approach to examining how students' habitual trait expectancies (academic self-concept [ASC]) and trait values (academic interest and test anxiety) are related to their momentary state ASC. To this end, we drew on intensive longitudinal data obtained through three weeks of experience sampling in German secondary school students. We took a domain-general (school in general) and domain-specific (domain of mathematics) approach and differentiated the two test anxiety facets of worry and emotionality. We applied mixed-effects location scale models to analyze the relations between trait ASC, trait interest, and trait test anxiety on the one hand and mean-level and within-person variability in state ASC on the other (for school in general: N = 289, N sub obs = 6,211; M sub lessons = 21.49; for mathematics: N = 243, N sub obs = 2,075; M sub lessons = 8.54). After controlling for school grades, reasoning ability, and gender, we found that higher scores in trait interest and trait ASC were related to higher mean levels of state ASC for school in general and mathematics in particular. Further, higher scores in trait mathematics interest were related to less within-person variability in the state mathematics self-concept. We conclude by discussing the implications for the theory and practice of expectancy value research and more broadly for educational psychology. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/4