Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains.
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This study expanded on research on temporal relations among motivation constructs as stated by expectancy-value theory, which has so far neglected the differentiation of value facets, the examination of long time spans with multiple measurement waves, and domain-specific patterns of findings. We examined the longitudinal relations among academic self-concept, intrinsic value, and attainment value in the three domains of math, German, and English across 5 annual measurement waves covering Grades 5 to 9 with German secondary school students (N = 2,116). The analyses based on cross-lagged panel models. In math and English, former academic self-concept was positively related to later intrinsic value and attainment value. In German, former intrinsic value and attainment value were positively related to later academic self-concept. The cross-lagged relations among value constructs varied according to the domain, hinting at the domain specificity of findings. The relations among academic self-concept, intrinsic value, and attainment value in the 3 domains did not change in size across students' secondary school years. In addition, the pattern of all relations remained stable when controlling for students' domain-specific achievement measured by school grades in the respective domains. (DIPF/Orig.)
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To date, a large amount of empirical research on reciprocal motivation-achievement interactions has mainly studied academic self-concept.
“However, to date, a large amount of empirical research on reciprocal motivation-achievement interactions has mainly studied ASC (Arens et al., 2019;Brunner et al., 2010;Chen et al., 2013;Dicke et al., 2018;Gottfried et al., 2013;Grygiel et al., 2017;Guay et al., 2003;Guo et al., 2015;Möller et al., 2011;Niepel et al., 2014aNiepel et al., , 2014b;;Retelsdorf et al., 2014;Viljaranta et al., 2014;W”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Arens et al., 2019
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Cited by
Sorted by citations
Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda
Vu, T., Magis-Weinberg, L., Jansen, B. R. J., van Atteveldt, N., Janssen, T. W. P., Lee, N. C., van der Maas, H. L. J., Raijmakers, M. E. J., Sachisthal, M. S. M., & Meeter, M. (2022) · Educational Psychology Review · doi:10.1007/s10648-021-09616-7 · Cited by 224 · see citing works
Nuutila, K., Tapola, A., Tuominen, H., Molnár, G., & Niemivirta, M. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102090 · Cited by 74 · see citing works
- Authors
- Arens, A. K., Schmidt, I., & Preckel, F.
- Affiliations
- Individual Development and Adaptive Education (DE)
- Universität Trier (DE)
- Venue
- Journal of Educational Psychology
- Published
- 2019-05
- Volume
- 111
- Issue
- 4
- Pages
- 663-684
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2896674119
- Cited by
- 91
- References
- 112
- Citations by year
- 2026: 8 · 2025: 12 · 2024: 14 · 2023: 16 · 2022: 14 · 2021: 11 · 2020: 6 · 2019: 8 · 2018: 1
- FWCI
- 8.51
- Type
- journal article
- Language
- en
- Open access
- green
- nbn-resolving.de
- Locations
- Journal of Educational Psychology (publishedVersion)
- Pedocs (German Institute for International Educational Research) (submittedVersion)
- peDOCS
- Funders
- German Research Foundation (AR 877/3-1)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Keywords
- academic self-concept, intrinsic value, attainment value, expectancy-value theory, academic motivation, domain specificity, high school students, longitudinal associations, cross-lagged panel model, school grades, mathematics, German language, English language
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