نبذة مختصرة : This study examined cross-task consistency and longitudinal stability in elementary school students' task interest, success expectancy, and performance from fourth to sixth grade, and their predictive effects on sixth-grade intrinsic value, self-concept, and achievement in mathematics. The results demonstrated consistency in interest, success expectancy, and performance across tasks and stability over time, and these to predict domain-specific motivation and achievement. Virtually no evidence for reciprocal effects was found for task-specific measures, as only previous task performance predicted change in later success expectancy. Cross-lagged effects were observed, however, for predictions of task motivation and performance on domain-specific motivation and achievement, so that success expectancy predicted intrinsic value, interest predicted self-concept, and task performance predicted both self-concept and achievement. Based on the findings, it would seem that students' task-related motivational experiences are associated with their domain-specific beliefs, and that those, in turn, are to some extent manifested in students' task motivation. ; Peer reviewed
Relation: Nuutila , K , Tuominen , H , Tapola , A , Vainikainen , M-P & Niemivirta , M 2018 , ' Consistency, Longitudinal Stability, and Predictions of Elementary School Students’ Task Interest, Success Expectancy, and Performance in Mathematics ' , Learning and Instruction , vol. 56 , pp. 73-83 . https://doi.org/10.1016/j.learninstruc.2018.04.003; ORCID: /0000-0002-5629-375X/work/47221945; ORCID: /0000-0003-4186-692X/work/47222916; ORCID: /0000-0003-0442-2051/work/47223760; ORCID: /0000-0001-5705-3574/work/47224118; ORCID: /0000-0001-7152-5152/work/47221947; http://hdl.handle.net/10138/237443; f94c1287-ab58-4daf-935a-28799d13c55c; 85046169599; 000434752100008
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