The DOI matches its Crossref record; 97 of the 97 references it cites were found in a registry or an index.
Ability self-concepts and subjective value in literacy: Joint trajectories from grades 1 through 12.
Abstract
Because literacy skills are critical for most academic subject matters, researchers have become increasingly interested in understanding children's motivation in this domain as a way to increase academic success. In this study, we extend previous work by looking at the heterogeneity of children's motivational changes in literacy across Grades 1--12. We used a cross-sequential design based on 3 different cohorts of children (N = 655) coming from 10 public elementary schools. Data were collected over an 8-year period (1988--1996) starting when children were in 1st, 2nd, and 4th grades. Using multiple-process growth mixture modeling, we identified 7 groups of children showing distinct trajectories of change in literacy subjective task value and ability self-concept across school years. For all children, ability self-concept and subjective task value decreased between Grade 1 and Grade 12; however, this decline was more apparent for some youths than for others. Our findings suggest the importance of school-based interventions that aim to prevent decreases in student motivation for literacy over time and that focus on the early detection of children at risk for dramatic declines.
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Cites
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Self-citation
Cited by
Eccles, J. S., & Wigfield, A. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101859 · Cited by 2,368
Self-citationDevelopment of Achievement Motivation and Engagement
Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015) · Handbook of Child Psychology and Developmental Science · doi:10.1002/9781118963418.childpsy316 · Cited by 646
Self-citationMoè, A., Katz, I., & Alesi, M. (2018) · British Journal of Educational Psychology · doi:10.1111/bjep.12216 · Cited by 118
Taylor, F., & Marsden, E. J. (2014) · The Modern Language Journal · doi:10.1111/modl.12146 · Cited by 70
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Metadata
- Authors
- Archambault, I., Eccles, J. S., & Vida, M. N.
- Venue
- Journal of Educational Psychology
- Published
- 2010
- Volume
- 102
- Issue
- 4
- Pages
- 804-816
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2137006902
- Cited by
- 285
- References
- 97
- FWCI
- 8.39
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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