Work

Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains.

Year: 2018

Type: article

Abstract: 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.)

Source: Journal of Educational Psychology

DOI: 10.1037/edu0000313

Authors: A. Katrin Arens, Isabelle Schmidt, Franzis Preckel

Institutions: Individual Development and Adaptive Education, Universität Trier

Language: English

Topic: Education, Achievement, and Giftedness

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: Deutsche Forschungsgemeinschaft