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dc.contributor.authorGuo, Jiesi
dc.contributor.authorNagengast, Benjamin
dc.contributor.authorMarsh, Herbert W.
dc.contributor.authorKelava, Augustin
dc.contributor.authorGaspard, Hanna
dc.contributor.authorBrandt, Holger
dc.contributor.authorCambria, Jenna
dc.contributor.authorFlunger, Barbara
dc.contributor.authorDicke, Anna-Lena
dc.contributor.authorHäfner, Isabelle
dc.contributor.authorBrisson, Brigitte
dc.contributor.authorTrautwein, Ulrich
dc.date.accessioned2017-12-05T18:46:18Z
dc.date.available2017-12-05T18:46:18Z
dc.date.issued2016-01-11
dc.identifier.citationGuo, 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.urihttp://hdl.handle.net/1808/25588
dc.description.abstractDrawing 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.publisherSAGE Publicationsen_US
dc.rightsThis 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.urihttp://www.creativecommons.org/licenses/by/3.0/en_US
dc.subjectSelf-concepten_US
dc.subjectExpectancy-value theoryen_US
dc.subjectMathematicsen_US
dc.subjectAchievementen_US
dc.subjectEfforten_US
dc.subjectEngagementen_US
dc.subjectLatent interactionen_US
dc.titleProbing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomesen_US
dc.typeArticleen_US
kusw.kuauthorBrandt, Holger
kusw.kudepartmentPsychologyen_US
dc.identifier.doi10.1177/2332858415626884en_US
kusw.oaversionScholarly/refereed, publisher versionen_US
kusw.oapolicyThis item meets KU Open Access policy criteria.en_US
dc.rights.accessrightsopenAccessen_US


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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).
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).