Jiesi Guo, Australian Catholic UniversityFollow
Herbert Warren Marsh, Australian Catholic UniversityFollow
Guo, J., Nagengast, B., Marsh, H. W, Kelava, A., Gaspard, H., Brandt, H., Cambria, J., Flunger, B., Dicke, A., Häfner, I., Brisson, B. & Trautwein, U. (2016). Probing the unique contributions of self-concept, task values, and their interactions using multiple value facets and multiple academic outcomes. AERA Open,2(1), M.Warschauer. 1-20. United States of America: SAGE Publications. Retrieved from https://doi.org/10.1177/2332858415626884
Drawing on expectancy-value theory, the present study examined the unique contributions of the four major value beliefs and self-concept on achievement, self-reported effort, and teacher-rated behavioral engagement in mathematics. In particular, we examined the multiplicative effects of self-concept and task values on educational outcomes using the latent moderated structural equation approach. Participants were 1,868 German ninth-grade students. The data analyses relied on a higher-order structure of value beliefs, which is suited to parsing the differential patterns of predictive relations for different value beliefs. The findings revealed that (a) self-concept was more predictive of achievement, whereas value beliefs were more predictive of self-rated effort; (b) self-concept and value beliefs emerged as equally important predictors of teacher-reported engagement; (c) among the four value beliefs, achievement was more associated with low cost, whereas effort was more associated with attainment value; and (d) latent interactions between self-concept and value beliefs predicted the three outcomes synergistically.
Institute for Positive Psychology and Education
Open Access Journal Article
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.