数学和语言艺术成绩、自我概念和动机的关系:一项纵向研究

IF 2.2 4区教育学 Q1 Social Sciences

Journal of Experimental Education Pub Date : 1999-01-01 DOI:10.1080/00220979909598349

E. Skaalvik, Harald Valås

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引用次数: 185

摘要

摘要采用纵向两波、三变量面板研究，对数学和语言艺术成绩、自我概念和动机之间的关系进行了研究。研究对象为3组挪威中小学生(N = 1,005)。第一次数据收集于1996年10月和11月进行，当时三个队列中的学生就读于三年级，六年级和八年级。第二次数据收集是在一个学年之后进行的。使用lisrel8对数学和语言艺术数据进行单独分析;对每个队列的数据进行6个潜在变量的通径分析。在所有队列中，结果都符合成就-自我概念关系的技能发展模型，即成就影响随后的自我概念的观点。没有证据表明自我概念影响随后的成就(自我增强模型)。此外，在年龄最大的两组中，动机受到先前成就的影响。然而，没有证据表明……

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Relations Among Achievement, Self-Concept, and Motivation in Mathematics and Language Arts: A Longitudinal Study

Abstract Relations among achievement, self-concept, and motivation in mathematics and language arts were examined in a longitudinal 2-wave, 3-variable panel study. The participants were 3 cohorts of Norwegian elementary and middle school students (N = 1,005). The 1st data collection took place in October and November 1996, when the students in the 3 cohorts attended 3rd, 6th, and 8th grades. The 2nd data collection took place 1 academic year later. LISREL 8 was used in the separate analyses of mathematics and language arts data; the data were analyzed for each cohort by means of 6 path analyses for latent variables. In all cohorts, the results were consistent with a skill-development model of the achievement-self-concept relation, that is, the view that achievement affects subsequent self-concept. No evidence was found that self-concept affects subsequent achievement (self-enhancement model). Moreover, in the 2 oldest cohorts, motivation was affected by previous achievement. However, there was no evidence...

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来源期刊

Journal of Experimental Education Multiple-

CiteScore

6.70

自引率

0.00%

发文量

期刊介绍： The Journal of Experimental Education publishes theoretical, laboratory, and classroom research studies that use the range of quantitative and qualitative methodologies. Recent articles have explored the correlation between test preparation and performance, enhancing students" self-efficacy, the effects of peer collaboration among students, and arguments about statistical significance and effect size reporting. In recent issues, JXE has published examinations of statistical methodologies and editorial practices used in several educational research journals.