Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes
Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes
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DOI：
10.1177/2332858415626884
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发表时间：
2016-01-01
期刊：
影响因子：
2.8
通讯作者：
Trautwein, Ulrich
中科院分区：
文献类型：
--
作者：
Guo, Jiesi;Nagengast, Benjamin;Trautwein, Ulrich
本研究借鉴期望价值理论，探讨了四种主要价值信念和自我概念对数学成绩、自我报告的努力和教师评价的行为参与的独特贡献。特别是，我们使用潜在调节结构方程方法研究了自我概念和任务价值观对教育成果的乘法效应。参与者为 1,868 名德国九年级学生。数据分析依赖于价值信念的高阶结构，适合解析不同价值信念的预测关系的差异模式。研究结果表明，（a）自我概念更能预测成就，而价值信念更能预测自我评价的努力； (b) 自我概念和价值信念成为教师报告的参与度的同等重要的预测因素； (c) 在四种价值信念中，成就更多地与低成本相关，而努力更多地与实现价值相关； (d)自我概念和价值信念之间的潜在相互作用协同预测了这三个结果。
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.