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

, , , , , Faculty of Educational Sciences, Finland

Learning and Instruction Volume 56, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

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.

Citation

Nuutila, K., Tuominen, H., Tapola, A., Vainikainen, M.P. & Niemivirta, M. (2018). Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics. Learning and Instruction, 56(1), 73-83. Elsevier Ltd. Retrieved July 5, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2018.04.003

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