Task Values and Ability Beliefs as Predictors of High School Literacy Choices: A Developmental Analysis

Autor/inn/en	Durik, Amanda M.; Vida, Mina; Eccles, Jacquelynne S.
Titel	Task Values and Ability Beliefs as Predictors of High School Literacy Choices: A Developmental Analysis
Quelle	In: Journal of Educational Psychology, 98 (2005) 2, S.382-393 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	High School Students; Predictor Variables; Student Attitudes; Recreational Reading; Self Concept; Career Choice; Incidence; Gender Differences; Language Arts; Beliefs; Serial Ordering; Literacy; Developmental Studies Programs + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Schülerverhalten; Häusliche Lektüre; Selbstkonzept; Vorkommen; Geschlechterkonflikt; Sprachkultur; Belief; Glaube; Ordnen; Ordnungsstruktur; Ordnungssystem; Alphabetisierung; Schreib- und Lesefähigkeit; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium
Abstract	This study examines how competence beliefs and task values predict high school achievement choices related to literacy. Students' task beliefs (self-concept of ability, intrinsic value, and importance) about reading in the 4th grade and English in the 10th grade were tracked over time. Task beliefs, school performance, and gender were used to predict students' (a) time per week spent reading for pleasure in 10th grade, (b) number of language arts courses per year of high school, and (c) reading relatedness of 12th-grade career aspirations. Results indicated that ability beliefs positively predicted all 3 outcomes, importance predicted career aspirations and course choices, and intrinsic value predicted leisure time reading and high school courses. Gender differences were also discussed. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10