Ability Self-Perceptions and Subjective Task Values in Adolescents and Children

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Students’ motivation to study music as compared to other school subjects: A comparison of eight countries (2010, methodology): “This measure examined participants’ subjective task values in terms of importance, interest and usefulness of engaging in each school subject (for a detailed description of scale reliability and validity, see Eccles et al., 2005).”
Dimensional Comparison Theory (2013, background): “This is important because self-concepts influence subsequent motivation, course choices, and achievement in the related area (e.g., Eccles et al., 2005; Marsh & Köller, 2004; Möller, Retelsdorf, Köller, & Marsh, 2011; Retelsdorf et al., 2014; Valentine et al., 2004).”
The perceived value of maths and academic self-efficacy in the appraisal of fear appeals used prior to a high-stakes test as threatening or challenging (2014, methodology): “These are referred to as attainment and extrinsic value, respectively, in expectancy-value theory (Eccles 2007; Eccles et al. 2005).”
A Meta-Analysis of Relations Between Achievement and Self-Concept (2020, background): “Particularly at school, students’ academic self-concepts affect academic achievement, course choice, and subject interest (see Eccles et al., 2005; Trautwein & Möller, 2016).”