TY - JOUR
T1 - Learning to Value Mathematics and Reading
T2 - Relations to Mastery and Performance-Oriented Instructional Practices
AU - Anderman, Eric M.
AU - Eccles, Jacquelynne S.
AU - Yoon, Kwang S.
AU - Roeser, Robert
AU - Wigfield, Allan
AU - Blumenfeld, Phyllis
N1 - Funding Information:
Changes in students’ achievement values in mathematics and reading were exam- ined in a sample of children and early adolescents. Hierarchical linear modeling The research reported in this article is supported by a grant from the National Institute of Child Health and Human Development (HD 17553) to Jacquelynne S. Eccles. Prior versions of this article were presented at the meeting of the Society for Research in Child Development, March 1995, and at the meeting of the American Educational Research Association, April 1996. The authors gratefully acknowledge Valerie Lee and Julia Smith for statistical consultation. We also gratefully acknowledge Amy Arberton, Ketl Freedman-Doan, and Rena Harold for assistance with this research.
PY - 2001/1
Y1 - 2001/1
N2 - Changes in students' achievement values in mathematics and reading were examined in a sample of children and early adolescents. Hierarchical linear modeling techniques were used to account for both classroom- and student-level effects. At the student level, positive changes in students' achievement values were associated positively with self-concept of ability and the previous year's achievement values in both reading and math. Measures of teachers' mastery- and performance-oriented instructional practices were included in the full HLM model. Students experienced decrements in achievement values, after controlling for other student and classroom-level variables, in classrooms where performance-oriented instructional practices were used. In the full model, self-concept of ability was related positively to increases in achievement values, whereas gender was unrelated to changes in achievement values.
AB - Changes in students' achievement values in mathematics and reading were examined in a sample of children and early adolescents. Hierarchical linear modeling techniques were used to account for both classroom- and student-level effects. At the student level, positive changes in students' achievement values were associated positively with self-concept of ability and the previous year's achievement values in both reading and math. Measures of teachers' mastery- and performance-oriented instructional practices were included in the full HLM model. Students experienced decrements in achievement values, after controlling for other student and classroom-level variables, in classrooms where performance-oriented instructional practices were used. In the full model, self-concept of ability was related positively to increases in achievement values, whereas gender was unrelated to changes in achievement values.
UR - http://www.scopus.com/inward/record.url?scp=0009948755&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0009948755&partnerID=8YFLogxK
U2 - 10.1006/ceps.1999.1043
DO - 10.1006/ceps.1999.1043
M3 - Article
AN - SCOPUS:0009948755
SN - 0361-476X
VL - 26
SP - 76
EP - 95
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
IS - 1
ER -