Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions
Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions
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DOI：
10.1016/j.learninstruc.2016.12.007
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发表时间：
2017-06-01
影响因子：
6.2
通讯作者：
Dicke, Theresa
中科院分区：
文献类型：
--
作者：
Guo, Jiesi;Marsh, Herbert W.;Dicke, Theresa
基于TIMSS数据（来自四个经合组织国家的18,047名八年级学生，收集了多个科学领域的数据），本研究整合了维度比较理论和期望值理论，并测试了四个科学领域（物理，化学，地球科学和生物学）的自我概念和价值观与成就和课程愿望之间的关系预测。首先，对社会比较的强烈支持表明，在某一特定领域的高成就增强了学生在同一领域的动机，这反过来又预测了特定领域的愿望。特别是，自我概念与价值显著互动，以预测期望。第二，在自我概念和内在价值形成的过程中，学生倾向于在对立领域（物理与生物）之间进行消极维度比较，而在同化领域（物理与化学）之间进行积极维度比较。类似的维度比较过程在自我概念和内在价值对愿望的影响上是明显的。研究结果在所有国家都很普遍。(C) 2016 Elsevier Ltd.版权所有。
Based on TIMSS data (18,047 Grade 8 students from the four OECD countries that collected data for multiple science domains), this study integrated dimensional comparison theory and expectancy-value theory and tested predictions about how self-concept and value are related to achievement and cour-sework aspirations across four science domains (physics, chemistry, earth science, and biology). First, strong support for social comparisons suggested that high achievement in a particular domain enhance students' motivation in the same domain, which in turn predicted domain-specific aspirations. Particularly, self-concept significantly interacted with value to predict aspirations. Second, in the processes underlying the formation of self-concept and intrinsic value, students tended to engage in negative dimensional comparisons between contrasting domains (physics vs. biology) but positive dimensional comparisons between assimilating domains (physics vs. chemistry). Similar dimensional comparison processes were evident for the effects of self-concept and intrinsic value on aspirations. The results generalized well across all countries. (C) 2016 Elsevier Ltd. All rights reserved.