Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes. (7th January 2016)

• Record Type: Journal Article
• Authors: Guo, Jiesi; Nagengast, Benjamin; Marsh, Herbert W.; Kelava, Augustin; Gaspard, Hanna; Brandt, Holger; Cambria, Jenna; Flunger, Barbara; Dicke, Anna-Lena; Häfner, Isabelle; Brisson, Brigitte; Trautwein, Ulrich
• Is Part Of: AERA open. Volume 2:Number 1(2016)
• Publication Date: 2016-01-07
• Subjects: self-concept -- expectancy-value theory -- mathematics -- achievement -- effort -- engagement -- latent interaction; Education -- Research -- Periodicals; 370.7205
• DOI: 10.1177/2332858415626884
• Languages: English
• ISSNs: 2332-8584

Abstract

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.