Exploring the heterogeneous development of intrinsic value in language arts among secondary school students through growth mixture modelling

Abstract

Research indicates that, on average, students' intrinsic value in language arts declines throughout school. According to situated expectancy-value theory, however, not all students follow the same developmental trajectory. This study examined interindividual differences in this development from Grades 5–7 using growth mixture modelling (N = 1325 German students). We further studied how gender, socioeconomic status, prior achievement, and classroom climate predicted trajectory class membership. We identified five intrinsic value trajectory classes, with most, but not all, students best classified into a declining class. Classes' initial value levels differed. Girls were more likely than boys to be grouped into a trajectory class characterized by a high or moderate initial value that slightly decreased, as were students who perceived their classroom climate as more positive. Class membership was associated with subsequent achievement. Our findings underscore the necessity for educators and researchers to recognize intrinsic value heterogeneity within classrooms.