Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices.
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. Copyright 2001 Academic Press.
Anderman
Eric M.
EM
The University of Kentucky
Eccles
Jacquelynne S.
JS
Yoon
Kwang S.
KS
Roeser
Robert
R
Wigfield
Allan
A
Blumenfeld
Phyllis
P