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URN: urn:nbn:de:0111-pedocs-174751
DOI: 10.25656/01:17475; 10.1037/edu0000313
URN: urn:nbn:de:0111-pedocs-174751
DOI: 10.25656/01:17475; 10.1037/edu0000313
| Titel |
Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains |
|---|---|
| Autoren |
Arens, A. Katrin  ;
Schmidt, Isabelle  ;
Preckel, Franzis |
| Originalveröffentlichung | The Journal of educational psychology 111 (2019) 4, S. 663-684  |
| Dokument | Volltext (722 KB) (formal und inhaltlich überarbeitete Version) |
| Lizenz des Dokumentes | Deutsches Urheberrecht |
| Schlagwörter (Deutsch) | Deutschland; Selbstkonzept; Motivation; Wert; Lernerfolg; Mathematikunterricht; Englischunterricht; Deutschunterricht; Sekundarstufe I; Schüler; Schulnoten; Erwartung; Kompetenz; Einstellung <Psy>; Schulform; Längsschnittuntersuchung; Hessen; Bayern |
| Teildisziplin | Pädagogische Psychologie |
| Dokumentart | Aufsatz (Zeitschrift) |
| ISSN | 0022-0663; 00220663 |
| Sprache | Englisch |
| Erscheinungsjahr | 2019 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | 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. (DIPF/Orig.) |
| weitere Beiträge dieser Zeitschrift | The Journal of educational psychology Jahr: 2019 |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
|
| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Eintrag erfolgte am | 16.09.2019 |
| Quellenangabe | Arens, A. Katrin; Schmidt, Isabelle; Preckel, Franzis: Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains - In: The Journal of educational psychology 111 (2019) 4, S. 663-684 - URN: urn:nbn:de:0111-pedocs-174751 - DOI: 10.25656/01:17475; 10.1037/edu0000313 |
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