Re-Examination of the Reciprocal Relation Between Intrinsic Motivation and Competence Beliefs in Math Using the Random-Intercept Cross-Lagged Panel Framework.

IF 3.8 1区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

Child development Pub Date : 2025-09-04 DOI:10.1111/cdev.70028

Patrick Paschke,Ricarda Steinmayr,Alica Mertens,Andreas B Neubauer,Birgit Spinath

引用次数: 0

Abstract

Previous studies employing cross-lagged panel models (CLPMs) found mixed results regarding reciprocal relations between competence beliefs and intrinsic motivation. CLPMs have been criticized for leading to erroneous causal inference in certain situations. Two datasets were analyzed regarding reciprocal relations between competence beliefs and intrinsic motivation with the alternative random-intercept cross-laged panel models (RI-CLPMs). One dataset contained 670 2nd to 3rd grade students (M = 8.80 years old, 98% white, 55.7% female) and the second dataset contained 542 2nd to 4th grade students (M = 7.96 years old, 76.7% native German speakers, no information on ethnicity, 50.2% female) in Germany. The results revealed little to no evidence for reciprocal relations between the constructs.

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用随机截距交叉滞后面板框架重新审视数学内在动机与能力信念的互反关系。

以往的研究采用交叉滞后面板模型（CLPMs）对能力信念与内在动机之间的相互关系进行了研究，结果喜忧参半。clpm因在某些情况下导致错误的因果推理而受到批评。采用随机截距交叉年龄面板模型（ri - clpm）分析了能力信念与内在动机之间的相互关系。其中一个数据集包含670名德国二年级至三年级学生（M = 8.80岁，98%为白人，55.7%为女性），第二个数据集包含542名德国二年级至四年级学生（M = 7.96岁，76.7%为德语母语，无种族信息，50.2%为女性）。结果显示很少或没有证据表明构念之间的相互关系。

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

Child development Multiple-

CiteScore

9.20

自引率

4.30%

发文量

149

期刊介绍： As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.