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Extending expectancy-value theory predictions of achievement and aspirations in science : Dimensional comparison processes and expectancy-by-value interactions
Guo, Jiesi Marsh, Herbert W. Parker, Philip D. Morin, Alexandre J. S. Dicke, Theresa
Guo, Jiesi
Marsh, Herbert W.
Parker, Philip D.
Morin, Alexandre J. S.
Dicke, Theresa
Abstract
Based on TIMSS data (18,047 Grade 8 students from the four OECD countries that collected data for multiple science domains), this study integrated dimensional comparison theory and expectancy-value theory and tested predictions about how self-concept and value are related to achievement and coursework aspirations across four science domains (physics, chemistry, earth science, and biology). First, strong support for social comparisons suggested that high achievement in a particular domain enhance students' motivation in the same domain, which in turn predicted domain-specific aspirations. Particularly, self-concept significantly interacted with value to predict aspirations. Second, in the processes underlying the formation of self-concept and intrinsic value, students tended to engage in negative dimensional comparisons between contrasting domains (physics vs. biology) but positive dimensional comparisons between assimilating domains (physics vs. chemistry). Similar dimensional comparison processes were evident for the effects of self-concept and intrinsic value on aspirations. The results generalized well across all countries.
Keywords
coursework aspirations, expectancy-value, latent interaction, science subjects, self-concept
Date
2017
Type
Journal article
Journal
Learning and Instruction
Book
Volume
49
Issue
Page Range
81-91
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Controlled
Open
Open
Notes
This record includes an accepted manuscript. © 2017. This manuscript version is made available under the CC-BY-NC-ND 4.0 license (http://creativecommons.org/licenses/by-nc-nd/4.0/).