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Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains
Autoren GND-ID ORCID; GND-ID; GND-ID ORCID
OriginalveröffentlichungJournal of Educational Psychology 111 (2019) 4, S. 663-684 ZDB
Dokument (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
TeildisziplinPädagogische Psychologie
DokumentartAufsatz (Zeitschrift)
ISSN0022-0663
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-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.)
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PrüfsummenPrüfsummenvergleich als Unversehrtheitsnachweis
Eintrag erfolgte am16.09.2019
Empfohlene ZitierungArens, 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: Journal of Educational Psychology 111 (2019) 4, S. 663-684 - URN: urn:nbn:de:0111-pedocs-174751 - DOI: 10.1037/edu0000313
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