Beyond Quantitative Decline: Conceptual Shifts in Adolescents' Development of Interest in Mathematics

Autor/inn/en	Frenzel, Anne C.; Pekrun, Reinhard; Dicke, Anna-Lena; Goetz, Thomas
Titel	Beyond Quantitative Decline: Conceptual Shifts in Adolescents' Development of Interest in Mathematics
Quelle	In: Developmental Psychology, 48 (2012) 4, S.1069-1082 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0026895
Schlagwörter	Interests; Mathematics; Adolescents; Longitudinal Studies; Age Differences; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Interviews; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Bildungsinteresse; Mathematik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Age; Difference; Age difference; Altersunterschied; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Interviewing; Interviewtechnik; Ausland; Deutschland
Abstract	Research has shown that the average values for academic interest decrease during adolescence. Looking beyond such quantitative decline, we explored qualitative change of interest in the domain of mathematics across adolescence. Study 1 was based on a longitudinal data set (annual assessments from Grade 5 to Grade 9; N = 3,193). Latent variable modeling showed that the measurement coefficients of the latent variable of interest (intercepts, structural weights, and error variances) significantly differed across time points, indicating structural changes of the construct. Study 2 was based on interviews with adolescents (Grades 5 and 9, N = 70). Cognitive validation was used to explore differences in subjective concepts of interest across age groups. As expected, there were significant age-related differences, indicating a shift from an affect-laden concept in 5th grade to a more cognitively oriented concept in 9th grade. The findings suggest that developmental research should integrate quantitative and qualitative perspectives of construct change over time and pay more attention to issues of measurement invariance and qualitative changes of constructs over time. (Contains 4 tables and 1 footnote.) (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