Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes

Autor/inn/en	Guo, Jiesi; Nagengast, Benjamin; Marsh, Herbert W.; Kelava, Augustin; Gaspard, Hanna; Brandt, Holger; Cambria, Jenna; Flunger, Barbara; Dicke, Anna-Lena; Häfner, Isabelle; Brisson, Brigitte; Trautwein, Ulrich
Titel	Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes
Quelle	In: AERA Open, 2 (2016) 1, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Self Concept; Structural Equation Models; Values; Expectation; Theories; Mathematics Instruction; Foreign Countries; Mathematics Achievement; Interaction; Outcomes of Education; Learner Engagement; Grade 9; Predictor Variables; Germany + Suchen Sie Ihr Suchwort? Selbstkonzept; Wertbegriff; Expectancy; Erwartung; Theory; Theorie; Mathematics lessons; Mathematikunterricht; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Interaktion; Lernleistung; Schulerfolg; School year 09; 9. Schuljahr; Schuljahr 09; Prädiktor; Deutschland
Abstract	Drawing on expectancy-value theory, the present study examined the unique contributions of the four major value beliefs and self-concept on achievement, self-reported effort, and teacher-rated behavioral engagement in mathematics. In particular, we examined the multiplicative effects of self-concept and task values on educational outcomes using the latent moderated structural equation approach. Participants were 1,868 German ninth-grade students. The data analyses relied on a higher-order structure of value beliefs, which is suited to parsing the differential patterns of predictive relations for different value beliefs. The findings revealed that (a) self-concept was more predictive of achievement, whereas value beliefs were more predictive of self-rated effort; (b) self-concept and value beliefs emerged as equally important predictors of teacher-reported engagement; (c) among the four value beliefs, achievement was more associated with low cost, whereas effort was more associated with attainment value; and (d) latent interactions between self-concept and value beliefs predicted the three outcomes synergistically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01