Literaturnachweis - Detailanzeige
| Autor/inn/en | Archambault, Isabelle; Eccles, Jacquelynne S.; Vida, Mina N. |
|---|---|
| Titel | Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories from Grades 1 through 12 |
| Quelle | In: Journal of Educational Psychology, 102 (2010) 4, S.804-816 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| DOI | 10.1037/a0021075 |
| Schlagwörter | College Students; Grades (Scholastic); Identification; Motivation; Literacy; Grade 12; Academic Achievement; Elementary Secondary Education; Children; Student Motivation; Elementary School Students; Intervention; At Risk Students; Learner Engagement |
| Abstract | Because literacy skills are critical for most academic subject matters, researchers have become increasingly interested in understanding children's motivation in this domain as a way to increase academic success. In this study, we extend previous work by looking at the heterogeneity of children's motivational changes in literacy across Grades 1-12. We used a cross-sequential design based on 3 different cohorts of children (N = 655) coming from 10 public elementary schools. Data were collected over an 8-year period (1988-1996) starting when children were in 1st, 2nd, and 4th grades. Using multiple-process growth mixture modeling, we identified 7 groups of children showing distinct trajectories of change in literacy subjective task value and ability self-concept across school years. For all children, ability self-concept and subjective task value decreased between Grade 1 and Grade 12; however, this decline was more apparent for some youths than for others. Our findings suggest the importance of school-based interventions that aim to prevent decreases in student motivation for literacy over time and that focus on the early detection of children at risk for dramatic declines. (Contains 4 tables, 1 footnote and 1 figure.) (As Provided). |
| 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 |
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