Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes
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...
| Main Authors: | , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2016-01-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/2332858415626884 |
| _version_ | 1818149758990024704 |
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| author | Jiesi Guo Benjamin Nagengast Herbert W. Marsh Augustin Kelava Hanna Gaspard Holger Brandt Jenna Cambria Barbara Flunger Anna-Lena Dicke Isabelle Häfner Brigitte Brisson Ulrich Trautwein |
| author_facet | Jiesi Guo Benjamin Nagengast Herbert W. Marsh Augustin Kelava Hanna Gaspard Holger Brandt Jenna Cambria Barbara Flunger Anna-Lena Dicke Isabelle Häfner Brigitte Brisson Ulrich Trautwein |
| author_sort | Jiesi Guo |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-11T13:12:08Z |
| format | Article |
| id | doaj.art-9e87be6c92394f0dbf5506aa4a270f34 |
| institution | Directory Open Access Journal |
| issn | 2332-8584 |
| language | English |
| last_indexed | 2024-12-11T13:12:08Z |
| publishDate | 2016-01-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | AERA Open |
| spelling | doaj.art-9e87be6c92394f0dbf5506aa4a270f342022-12-22T01:06:10ZengSAGE PublishingAERA Open2332-85842016-01-01210.1177/233285841562688410.1177_2332858415626884Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic OutcomesJiesi GuoBenjamin NagengastHerbert W. MarshAugustin KelavaHanna GaspardHolger BrandtJenna CambriaBarbara FlungerAnna-Lena DickeIsabelle HäfnerBrigitte BrissonUlrich TrautweinDrawing 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.https://doi.org/10.1177/2332858415626884 |
| spellingShingle | Jiesi Guo Benjamin Nagengast Herbert W. Marsh Augustin Kelava Hanna Gaspard Holger Brandt Jenna Cambria Barbara Flunger Anna-Lena Dicke Isabelle Häfner Brigitte Brisson Ulrich Trautwein Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes AERA Open |
| title | Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes |
| title_full | Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes |
| title_fullStr | Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes |
| title_full_unstemmed | Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes |
| title_short | Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes |
| title_sort | probing the unique contributions of self concept task values and their interactions using multiple value facets and multiple academic outcomes |
| url | https://doi.org/10.1177/2332858415626884 |
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