Consistency, Longitudinal Stability, and Predictions of Elementary School Students’ Task Interest, Success Expectancy, and Performance in Mathematics

Research output: Contribution to journalArticleScientificpeer-review

Abstract

This study examined cross-task consistency and longitudinal stability in elementary school students' task interest, success expectancy, and performance from fourth to sixth grade, and their predictive effects on sixth-grade intrinsic value, self-concept, and achievement in mathematics. The results demonstrated consistency in interest, success expectancy, and performance across tasks and stability over time, and these to predict domain-specific motivation and achievement. Virtually no evidence for reciprocal effects was found for task-specific measures, as only previous task performance predicted change in later success expectancy. Cross-lagged effects were observed, however, for predictions of task motivation and performance on domain-specific motivation and achievement, so that success expectancy predicted intrinsic value, interest predicted self-concept, and task performance predicted both self-concept and achievement. Based on the findings, it would seem that students' task-related motivational experiences are associated with their domain-specific beliefs, and that those, in turn, are to some extent manifested in students' task motivation.
Original languageEnglish
JournalLearning and Instruction
Volume56
Pages (from-to)73-83
Number of pages11
ISSN0959-4752
DOIs
Publication statusPublished - Aug 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • Motivation
  • Elementary school
  • LONGITUDINAL ANALYSIS
  • Achievement
  • Interest
  • Success expectations
  • Intrinsic value
  • Self-concept
  • Mathematics

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