Standard

The role of domain-specific ability self-concepts in the value students attach to school. / Schütte, Kerstin; Zimmermann, Friederike; Köller, Olaf.

in: Learning and Individual Differences, Band 56, Nr. May 2017, 2017, S. 136–142.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Schütte, K, Zimmermann, F & Köller, O 2017, 'The role of domain-specific ability self-concepts in the value students attach to school' Learning and Individual Differences, Bd 56, Nr. May 2017, S. 136–142. DOI: 10.1016/j.lindif.2016.10.003

APA

Schütte, K., Zimmermann, F., & Köller, O. (2017). The role of domain-specific ability self-concepts in the value students attach to school. Learning and Individual Differences, 56(May 2017), 136–142. DOI: 10.1016/j.lindif.2016.10.003

Vancouver

Schütte K, Zimmermann F, Köller O. The role of domain-specific ability self-concepts in the value students attach to school. Learning and Individual Differences. 2017;56(May 2017):136–142. Erhältlich von, DOI: 10.1016/j.lindif.2016.10.003

BibTeX

@article{7e9d357f2ffc4b23876aa16de03c3682,
title = "The role of domain-specific ability self-concepts in the value students attach to school",
abstract = "Expanding the prevalent within-domain perspective, the present study investigated how students' domain-specific ability self-concepts relate to the value they attach to school. With a longitudinal design and a sample of N = 1592 lower secondary school students from n = 82 classes in different educational tracks, we tested the hypothesis that mathematics and verbal self-concept interact in predicting how students value school. In addition to statistically significant main effects, structural equation modeling revealed the expected latent interaction effect. Response surface methodology demonstrated that students valued school more highly when their ability self-concepts were high in both domains rather than just one; a single low self-concept predisposed students to attach less value to school just as much as low self-concepts in both domains did. Helping all students frame attainable goals, thereby providing them with opportunities to experience success across domains, might increase the value they attach to school.",
keywords = "Development of competences and transitions, Motivation, Academic self-concept, Devaluation",
author = "Kerstin Schütte and Friederike Zimmermann and Olaf Köller",
year = "2017",
doi = "10.1016/j.lindif.2016.10.003",
volume = "56",
pages = "136–142",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Elsevier BV",
number = "May 2017",

}

RIS

TY - JOUR

T1 - The role of domain-specific ability self-concepts in the value students attach to school

AU - Schütte,Kerstin

AU - Zimmermann,Friederike

AU - Köller,Olaf

PY - 2017

Y1 - 2017

N2 - Expanding the prevalent within-domain perspective, the present study investigated how students' domain-specific ability self-concepts relate to the value they attach to school. With a longitudinal design and a sample of N = 1592 lower secondary school students from n = 82 classes in different educational tracks, we tested the hypothesis that mathematics and verbal self-concept interact in predicting how students value school. In addition to statistically significant main effects, structural equation modeling revealed the expected latent interaction effect. Response surface methodology demonstrated that students valued school more highly when their ability self-concepts were high in both domains rather than just one; a single low self-concept predisposed students to attach less value to school just as much as low self-concepts in both domains did. Helping all students frame attainable goals, thereby providing them with opportunities to experience success across domains, might increase the value they attach to school.

AB - Expanding the prevalent within-domain perspective, the present study investigated how students' domain-specific ability self-concepts relate to the value they attach to school. With a longitudinal design and a sample of N = 1592 lower secondary school students from n = 82 classes in different educational tracks, we tested the hypothesis that mathematics and verbal self-concept interact in predicting how students value school. In addition to statistically significant main effects, structural equation modeling revealed the expected latent interaction effect. Response surface methodology demonstrated that students valued school more highly when their ability self-concepts were high in both domains rather than just one; a single low self-concept predisposed students to attach less value to school just as much as low self-concepts in both domains did. Helping all students frame attainable goals, thereby providing them with opportunities to experience success across domains, might increase the value they attach to school.

KW - Development of competences and transitions

KW - Motivation

KW - Academic self-concept

KW - Devaluation

U2 - 10.1016/j.lindif.2016.10.003

DO - 10.1016/j.lindif.2016.10.003

M3 - Journal articles

VL - 56

SP - 136

EP - 142

JO - Learning and Individual Differences

T2 - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

IS - May 2017

ER -

ID: 665231