School Effects on the Development of Motivation toward Learning Tasks and the Development of Academic Self-Concept in Secondary Education: A Multivariate Latent Growth Curve Approach

Autor/inn/en	Van de gaer, Eva; De Fraine, Bieke; Pustjens, Heidi; Van Damme, Jan; De Munter, Agnes; Onghena, Patrick
Titel	School Effects on the Development of Motivation toward Learning Tasks and the Development of Academic Self-Concept in Secondary Education: A Multivariate Latent Growth Curve Approach
Quelle	In: School Effectiveness and School Improvement, 20 (2009) 2, S.235-253 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Secondary Education; Academic Achievement; Student Motivation; Grade 7; Self Concept; Academic Ability; Longitudinal Studies; Foreign Countries; Statistical Analysis; Belgium + Suchen Sie Ihr Suchwort? Sekundarbereich; Schulleistung; Schulische Motivation; School year 07; 7. Schuljahr; Schuljahr 07; Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Statistische Analyse; Belgien
Abstract	The main objective of the present study is to gain more insight into the school effects on the development of 2 noncognitive student outcomes, namely, the motivation toward learning tasks and the academic self-concept, and, more specifically, on the consistency of the school effects on these 2 outcomes. Data were drawn from the "Longitudinaal Onderzoek Secundair Onderwijs" (LOSO)-project and consisted of 2,687 students in 50 schools that were tested repeatedly at 4 different time points during secondary education (Grades 7-12). A multivariate multilevel latent growth curve model was used to analyze the data. The results showed that the school effects on the development of the noncognitive outcomes were considerable, and, more importantly, the school effects were larger on growth than on student status. Schools that were effective for the development of the motivation toward learning tasks also proved to be effective for the development of academic self-concept. However, the consistency of the school effects resulted largely from intake differences between schools. (Contains 3 notes, 5 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10