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Title
Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains
Authors
SourceThe Journal of educational psychology 111 (2019) 4, S. 663-684 ZDB
Document  (722 KB) (formally and content revised edition)
License of the document In copyright
Keywords (German)
sub-discipline
Document typeArticle (journal)
ISSN0022-0663; 00220663
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):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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Date of publication16.09.2019
CitationArens, 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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