Details

Autor(en) / Beteiligte

• Arens, A. Katrin
• Schmidt, Isabelle
• Preckel, Franzis
• Graham, Steve

Titel

Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains

Ist Teil von

• Journal of educational psychology, 2019-05, Vol.111 (4), p.663-684

Ort / Verlag

Washington: American Psychological Association

Erscheinungsjahr

2019

Link zum Volltext

Quelle

ERIC

Beschreibungen/Notizen

• 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. Educational Impact and Implications Statement Former academic self-concept was found to be positively related to later intrinsic value and attainment value across five annual measurement waves during secondary school in the domains of math and English. This finding implies that students develop more interest and enjoyment and might perceive higher subjective relevance when they feel competent in math and English. Hence, educational practice should emphasize the enhancement of students' academic self-concept in math and English. In the domain of German, however, former intrinsic value and attainment value were found to be positively related to students' later academic self-concept. Hence, interest development and emphasizing relevance seem to be important to boost students' self-perceptions of competence in German. The temporal relations among the two value facets of intrinsic value and attainment value varied contingent upon the domain considered (i.e., math, German, and English). These findings contribute to the advancement of expectancy-value theory by pointing to the domain specificity of longitudinal relations among expectancy, intrinsic value, and attainment value facets. The findings further help to better inform empirical educational research on motivational development in secondary school.