• Kerstin Schütte
  • Friederike Zimmermann
  • Olaf Köller
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.
Original languageEnglish
JournalLearning and Individual Differences
Volume56
IssueMay 2017
Pages (from-to)136–142
Number of pages7
ISSN1041-6080
DOIs
StatePublished - 2017

    Research areas

  • Development of competencies and transitions - Motivation, Academic self-concept, Devaluation

ID: 665231