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Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes
dc.contributor.author | Guo, Jiesi | |
dc.contributor.author | Nagengast, Benjamin | |
dc.contributor.author | Marsh, Herbert W. | |
dc.contributor.author | Kelava, Augustin | |
dc.contributor.author | Gaspard, Hanna | |
dc.contributor.author | Brandt, Holger | |
dc.contributor.author | Cambria, Jenna | |
dc.contributor.author | Flunger, Barbara | |
dc.contributor.author | Dicke, Anna-Lena | |
dc.contributor.author | Häfner, Isabelle | |
dc.contributor.author | Brisson, Brigitte | |
dc.contributor.author | Trautwein, Ulrich | |
dc.date.accessioned | 2017-12-05T18:46:18Z | |
dc.date.available | 2017-12-05T18:46:18Z | |
dc.date.issued | 2016-01-11 | |
dc.identifier.citation | Guo, J., Nagengast, B., Marsh, H. W., Kelava, A., Gaspard, H., Brandt, H., ... & Brisson, B. (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), 2332858415626884. | en_US |
dc.identifier.uri | http://hdl.handle.net/1808/25588 | |
dc.description.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. | en_US |
dc.publisher | SAGE Publications | en_US |
dc.rights | This article is distributed under the terms of the Creative Commons Attribution 3.0 License (http://www.creativecommons.org/licenses/by/3.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage). | en_US |
dc.rights.uri | http://www.creativecommons.org/licenses/by/3.0/ | en_US |
dc.subject | Self-concept | en_US |
dc.subject | Expectancy-value theory | en_US |
dc.subject | Mathematics | en_US |
dc.subject | Achievement | en_US |
dc.subject | Effort | en_US |
dc.subject | Engagement | en_US |
dc.subject | Latent interaction | en_US |
dc.title | Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Brandt, Holger | |
kusw.kudepartment | Psychology | en_US |
dc.identifier.doi | 10.1177/2332858415626884 | en_US |
kusw.oaversion | Scholarly/refereed, publisher version | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.rights.accessrights | openAccess | en_US |
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Except where otherwise noted, this item's license is described as: This article is distributed under the terms of the Creative Commons Attribution 3.0 License (http://www.creativecommons.org/licenses/by/3.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).