Longitudinal interrelations among self-efficacy, interest value, and effort cost in adolescent students’ English achievement and future choice intentions

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2023-04-01 DOI:10.1016/j.cedpsych.2023.102176

Linjia Zhang, Yi Jiang, Shuyu Chen

引用次数: 0

Abstract

We investigated the longitudinal interrelations among self-efficacy, interest value, and effort cost in adolescent students’ educational outcomes in the English domain across one year. The latent cross-lagged model based on a sample of 690 Chinese middle school students revealed significant reciprocity between self-efficacy and effort cost. Prior effort cost also emerged as a significant predictor of later interest value. These findings suggest that effort cost plays an important role in the development of students’ academic motivation in English. In addition, self-efficacy and effort cost significantly predicted academic achievement, whereas self-efficacy and interest value significantly predicted future choice intentions. These results indicate the importance of considering students’ expectancy, value, and cost beliefs together to better understand their motivational processes in the school setting.

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青少年学生英语成绩自我效能感、兴趣价值和努力成本与未来选择意向的纵向相关性

本研究考察了自我效能感、兴趣价值和努力成本对青少年学生英语学习成果的纵向影响。基于690名中国中学生样本的潜在交叉滞后模型显示，自我效能感与努力成本之间存在显著的互惠关系。先前的努力成本也成为日后利息价值的显著预测因子。这些研究结果表明，努力成本在学生英语学习动机的发展中起着重要作用。此外，自我效能感和努力成本显著预测学业成绩，而自我效能感和兴趣价值显著预测未来选择意向。这些结果表明，综合考虑学生的期望、价值和成本信念对于更好地理解他们在学校环境中的动机过程很重要。

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

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.