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Autor/inn/en | Arens, A. Katrin; Schmidt, Isabelle; Preckel, Franzis |
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Titel | Longitudinal Relations among Self-Concept, Intrinsic Value, and Attainment Value across Secondary School Years in Three Academic Domains |
Quelle | In: Journal of Educational Psychology, 111 (2019) 4, S.663-684 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000313 |
Schlagwörter | Longitudinal Studies; Correlation; Secondary School Students; Mathematics Instruction; German; English (Second Language); Second Language Learning; Second Language Instruction; Self Concept; Academic Achievement; Academic Ability; Foreign Countries; Generalization; Age Differences; Student Attitudes; Germany Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbstkonzept; Schulleistung; Ausland; Age; Difference; Age difference; Altersunterschied; Schülerverhalten; Deutschland |
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. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |