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Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics

Nuutila, Katariina et al.

Learning and instruction. Volume 56 (2018); pp 73-83 -- Elsevier

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  • Title:
    Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics
  • Author: Nuutila, Katariina;
    Tuominen, Heta;
    Tapola, Anna;
    Vainikainen, Mari-Pauliina;
    Niemivirta, Markku
  • Found In: Learning and instruction. Volume 56 (2018); pp 73-83
  • Journal Title: Learning and instruction
  • Subjects: Apprentissage--Périodiques; Enseignement--Périodiques; Electronic journals; Learning--Periodicals; Teaching--Periodicals; Learning; Periodicals; Teaching; Task interest--Success expectancy--Intrinsic value--Self-concept--Mathematics performance; Dewey: 370.1
  • Rights: legaldeposit
  • Publication Details: Elsevier
  • Abstract: 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.

    Highlights:

    Task motivation and its predictions were studied in elementary school over two years.

    There was consistency in task interest, success expectancy, and performance.

    These further predicted intrinsic value, self-concept, and achievement in mathematics.

    Compared to girls, boys reported higher success expectancy and change in it.

    Task motivation seems to contribute to domain-specific motivation and vice versa.


  • Identifier: System Number: LDEAvdc_100065599893.0x000001; Journal ISSN: 0959-4752; 10.1016/j.learninstruc.2018.04.003
  • Publication Date: 2018
  • Physical Description: Electronic
  • Shelfmark(s): ELD Digital store

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