Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains

Journal article


Gaspard, Hanna, Wigfield, Allan, Jiang, Yi, Nagengast, Benjamin, Trautwein, Ulrich and Marsh, Herb W.. (2018). Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains. Contemporary Educational Psychology. 52, pp. 1 - 14. https://doi.org/10.1016/j.cedpsych.2017.10.003
AuthorsGaspard, Hanna, Wigfield, Allan, Jiang, Yi, Nagengast, Benjamin, Trautwein, Ulrich and Marsh, Herb W.
Abstract

In the present study, we investigated how students’ expectancies and values can be predicted by their achievements in multiple domains. Our major aim was to extend previous findings on dimensional comparison processes for expectancies to task values while systematically comparing multiple value facets defined in expectancy-value theory. We assessed the expectancies, values, and achievements of N = 857 students in Grades 5–12 from two German academic track schools in five academic domains. The results for students’ expectancies largely supported the predictions that were derived from dimensional comparison theory: We found strong evidence for negative cross-domain paths between achievements and expectancies in “far” domains such as math and languages, indicating contrast effects. There were also some positive cross-domain paths between achievements and expectancies in “near” domains such as math and physics, indicating assimilation effects. We also found similar patterns of cross-domain paths for students’ values. However, the results varied substantially across the nine value facets under investigation. We found the strongest evidence for dimensional comparison processes for the value facets most closely related to expectancy (e.g., intrinsic value and cost facets), whereas we found only a little evidence for dimensional comparison processes for the facets of utility value

Keywordsexpectancy-value theory; internal/external frame of reference model; self-concept; task value; dimensional comparisons
Year2018
JournalContemporary Educational Psychology
Journal citation52, pp. 1 - 14
PublisherElsevier Inc.
ISSN0361-476X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.cedpsych.2017.10.003
Scopus EID2-s2.0-85036562159
Open accessPublished as green open access
Page range1 - 14
Research GroupInstitute for Positive Psychology and Education
Author's accepted manuscript
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Open
Publisher's version
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Controlled
Place of publicationUnited States of America
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