Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics
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This study examined cross-task consistency and longitudinal stability in elementary school students' task interest, success expectancy, and performance from fourth to sixth grade, and their predictive effects on sixth-grade intrinsic value, self-concept, and achievement in mathematics. The results demonstrated consistency in interest, success expectancy, and performance across tasks and stability over time, and these to predict domain-specific motivation and achievement. Virtually no evidence for reciprocal effects was found for task-specific measures, as only previous task performance predicted change in later success expectancy. Cross-lagged effects were observed, however, for predictions of task motivation and performance on domain-specific motivation and achievement, so that success expectancy predicted intrinsic value, interest predicted self-concept, and task performance predicted both self-concept and achievement. Based on the findings, it would seem that students' task-related motivational experiences are associated with their domain-specific beliefs, and that those, in turn, are to some extent manifested in students' task motivation.
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Much research on the reciprocity between motivation and achievement has been done with data collected at large time intervals, reflecting changes over months or years.
“Another gap in the literature that we identified is that much research on the reciprocity between motivation and achievement has been done with data collected at large time intervals, which reflect changes that happen over months or years (e.g., Harackiewicz et al., 2008;Marsh et al., 2005Marsh et al., , 2016;;Nuutila et al., 2018).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Nuutila et al., 2018
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iSeeNumbers project report - Main findings and recommendations for practicePreprint
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- Authors
- Nuutila, K., Tuominen, H., Tapola, A., Vainikainen, M.-P., & Niemivirta, M.
- Affiliations
- University of Helsinki (FI)
- Corresponding author
- Nuutila, Katariina
- Niemivirta, Markku
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2018-08
- Volume
- 56
- Pages
- 73-83
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2799516204
- Cited by
- 66
- References
- 83
- Citations by year
- 2026: 6 · 2025: 10 · 2024: 9 · 2023: 7 · 2022: 8 · 2021: 11 · 2020: 7 · 2019: 6 · 2018: 1
- FWCI
- 8.19
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Learning and Instruction (publishedVersion, cc-by)
- Tampere University Institutional Repository (Tampere University) (publishedVersion, cc-by)
- Työväentutkimus Vuosikirja (submittedVersion)
- Tampere University Institutional Repository (Tampere University) (submittedVersion, cc-by)
- NORA - Norwegian Open Research Archives (submittedVersion, cc-by)
- Funders
- Academy of Finland (287170, 279742)
- Wihuri Foundation (160423)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
- Keywords
- task interest, expectancy of success, mathematics achievement, elementary school students, longitudinal stability, intrinsic value, self-concept, reciprocal effects, cross-lagged effects, task performance
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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