Social and dimensional comparisons of achievement in multifaceted task value formation among adolescents

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences Pub Date : 2024-08-22 DOI:10.1016/j.lindif.2024.102534

Kezia Olive, Junlin Yu, Janica Vinni-Laakso, Katariina Salmela-Aro

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引用次数: 0

Abstract

Students routinely compare their achievement across different subjects (dimensional comparison) and against that of their peers (social comparison). Yet, it is unclear how these comparison processes influence their task values (intrinsic, attainment, utility, cost) and the observed gender differences in these values. Utilizing structural equation models, we tested the associations between Grade 7 achievement (in Finnish and math) and Grade 8 task values among 1325 Finnish students (Mage at Grade 7 = 12.8 years, 52 % girls). We observed positive social comparison (within-domain) effects on all value facets, and partial negative dimensional comparison (cross-domain) effects: higher Finnish achievement was associated with lower intrinsic value and higher cost in math. Despite outperforming boys in Finnish and math, girls reported lower intrinsic value and higher cost in math – effects not explained by achievement comparisons. These results imply that task values development may rely on comparisons of other factors beyond individual achievement.

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青少年多方面任务价值形成的社会和维度成就比较

学生们经常将自己的成绩与不同科目的成绩进行比较（维度比较），并与同龄人的成绩进行比较（社会比较）。然而，这些比较过程如何影响他们的任务价值（内在价值、成就价值、效用价值、成本价值），以及在这些价值中观察到的性别差异，目前尚不清楚。利用结构方程模型，我们测试了 1325 名芬兰学生（七年级年龄 = 12.8 岁，52% 为女生）的七年级成绩（芬兰语和数学）与八年级任务价值之间的关联。我们观察到社会比较（领域内）对所有价值方面的积极影响，以及部分消极的维度比较（跨领域）影响：芬兰语成绩越高，内在价值越低，数学学习成本越高。尽管女生在芬兰语和数学方面的成绩优于男生，但她们在数学方面的内在价值较低，成本较高--这种效应无法用成绩比较来解释。这些结果表明，任务价值观的形成可能依赖于个人成绩以外的其他因素的比较。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).