Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes

By Jiesi Guo, Benjamin Nagengast, Herbert W. Marsh, Augustin Kelava, Hanna Gaspard, Holger Brandt, Jenna Cambria, Barbara Flunger, Anna‐Lena Dicke, Isabelle Häfner and 2 more. 2016

224 citations recorded by the source corpus.

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.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6d0b5a3f349933939b26c0aaf17db24a7348bf4c

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Citations in the corpus

Gender by racial/ethnic intersectionality in the patterns of Adolescents’ math motivation and their math achievement and engagement (2021, background): “In fact, studies focused on the interrelations between multiple expectancy and value beliefs showed that leveraging one belief might not be enough (Durik, Shechter, Noh, Rozek, & Harackiewicz, 2015; Guo et al., 2016; Guo, Parker, Marsh, & Morin, 2015; Nagengast et al., 2011; Trautwein et al., 2012).”
Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions (2017, background): “Intrinsic value, referring to the extent to which the person gains enjoyment from performing an activity, has been found to be a stronger predictor of academic engagement, effort exertion, and coursework aspirations (e.g., Guo, Parker et al., 2015, Guo, Marsh, Morin, Parker, & Kaur, 2015; Guo et al.”
Psychosocial Factors and Community College Student Success (2017, background): “…combination of attainment value, intrinsic value, utility value, and cost; these encompass the importance of doing well on a task, the level of enjoyment derived from the activity, the utility for future plans, and the required amount of effort and emotional cost, respectively (Guo et al., 2016).”
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. (2019, background): “Similarly, interest value often predicts achievement, but these relations differ or even disappear depending on the other variables included in the model (Guo et al., 2015b; 2016).”