Longitudinal Analysis of the Link between Learning Motivation and Competence Beliefs among Elementary School Children.

By Birgit Spinath, F. Spinath. 2005

181 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e24ccd48b190b25c21b672e920c3a81e8f20839f

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Motivation across a transition: Changes in achievement goal orientations and academic well-being from elementary to secondary school (2020, background): “…that the onset of the decline in motivation occurs in the late years of elementary school (Hornstra, van der Veen, Peetsma, & Volman, 2013; Spinath & Spinath, 2005), and that this decline is most pronounced during educational transitions (Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean, 2006).”
Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12 (2010, result): “Although some studies (Nurmi & Aunola, 2005; Spinath & Spinath, 2005; Spinath & Steinmayr, 2008) have failed to find evidence for these predictions, others have highlighted a relationship between ability selfconcepts and subjective task value (Durik et al., 2006; Eccles et al., 1983; Eccles &…”
The Roles of Competence Beliefs and Goal Orientations for Change in Intrinsic Motivation. (2012, background): “…studies have found either no or only weak evidence for potentially causal influences of competence beliefs on the development of intrinsic motivation (Jacobs et al., 2002; Marsh et al., 2005; Nurmi & Aunola, 2005; Skaalvik & Valas, 1999; Spinath & Spinath, 2005; Spinath & Steinmayr, 2008).”
Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains (2019, background): “…Skaalvik & Valas, 1999; Spinath & Spinath, 2005; Spinath & Steinmayr, 2008), considered only one domain masking domain-specific findings (Marsh et al., 2005; Spinath & Spinath, 2005), or included only two measurement waves concealing long-term effects (Marsh et al., 2005; Skaalvik & Valas, 1999).”
Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence (2007, background): “These include intrinsic motivation not distinguished by subject area (Harter, 1981; Lepper, Corpus, & Iyengar, 2005; Lepper & Henderlong, 2000; Spinath & Spinath, 2005); perception of competence and selfconcept (Anderman & Maehr, 1994; Eccles & Midgley, 1989, 1990; Fredericks & Eccles, 2002), and…”
The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction (2016, background): “A similar trend can be found for related constructs such as students’ learning motivations (Spinath & Spinath, 2005), pursuit of mastery goals (Anderman, Maehr, & Midgley, 1999), enjoyment of academic activities (Sansone & Morgan, 1992) and also overall ratings of school’s usefulness in general…”
The Developmental Dynamics between Interest, Self-concept of Ability, and Academic Performance (2014, background): “However, learning outcomes and related feedback, such as grades, also provide a basis for later competence beliefs and learning motivation (Eccles et al., 1983; Spinath & Spinath, 2005).”
Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level (2008, result): “This result is concordant with earlier findings, demonstrating that young children are already motivated to learn when they arrive at school— however, this motivation declines during schooling (e.g. Helmke 1993; Krapp 1998; Spinath and Spinath 2005).”
Trajectories of change in students’ self-concepts of ability and values in math and college major choice (2015, background): “The declines are especially pronounced in themath domain (Gottfried, Fleming, & Gottfried, 2001; Jacobs et al., 2002; Spinath & Spinath, 2005).”