Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study.

Abstract

The authors assessed change over 3 years in elementary school children's competence beliefs and subjective task value in the domains of math, reading, instrumental music, and sports. The longitudinal sample consisted of approximately 615 mostly White, lower middle to middle-class children. Stability correlations indicated moderate to strong stability in children's beliefs, especially older children's competence beliefs. The relation of children's ratings of their competence in each domain to estimates of their competence in those domains provided by both parents and teachers increased over the early elementary grades. Children's competence beliefs and ratings of the usefulness and importance of each activity decreased over time. Children's interest in reading and instrumental music decreased, but their interest in sports and math did not. Gender differences in children's competence beliefs and subjective task values did not change over time.Researchers studying achievement motivation increasingly have focused on individuals' achievement-related beliefs as important mediators of subsequent achievement behavior (see Eccles, Wigfield, & Schiefele, in press, for review). Eccles and her colleagues (e.g.,

Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

“…In general, girls typically value reading more highly than boys (Durik, Vida & Eccles, 2006;Eccles et al, 1993;Marinak & Gambrell, 2010;Wigfield et al, 1997). Evidence of gender differences in reading expectancy is inconsistent; although some research suggests girls have higher expectancy beliefs , other studies find no evidence of significant gender differences (Eccles et al, 1993;Logan & Johnston, 2009;Pitcher et al, 2007).…”

“…The expectancy-value framework of motivation aligns with other theories of motivation, for example constructs similar to expectancy can be identified within attribution (Weiner, 1985), self-worth (Covington, 1992) and self-determination (Deci & Ryan, 1985) theories. In addition, this theoretical framework has been used to study student motivation across a number of different academic domains (e.g., Maths, Reading, Sport, Instrumental music; Eccles et al, 1993;Wigfield et al, 1997). …”

Effort, Ability, or Difficulties? Parents’ and Teachers’ Explanations of the Malleability of Children’s Competences

“…Considering that significant adults' perceptions may be consequential for children's achievement (cf., Butler, 2000;Pomerantz & Dong, 2006;Spinath & Spinath, 2005;Wigfield et al, 1997), this result may also be considered to reflect the growing polarisation of children's competences: those children who are perceived as possessing ability may get further encouragement to do well from their parents and teachers, who believe in their abilities, whereas for those children who are perceived as lacking ability and having difficulties, the parents' and teachers' low expectations may weaken their performance further.…”

“…The explanations given by parents and teachers for the malleability of children's competences may be consequential for the children's achievement and learning (cf., e.g., Butler, 2000;Pomerantz & Dong, 2006;Spinath & Spinath, 2005;Wigfield et al, 1997): for example, parents and teachers who believe that achievement comes from effort may encourage children to go on practicing even if the task is demanding, whereas parents and teachers who believe that abilities are rather unchangeable are likely to focus on evidence of good performance, such as test results and grades, to take the child's failures in learning more seriously, and to exhort the child to reach for good grades.…”

Les pratiques sportives des adolescents : une différenciation selon le genre

“…Certains auteurs ont vu là une des explications aux différences de participation et d'investissement entre les garçons et les filles (Eccles & Harold, 1991 ;Deeter, 1989Deeter, , 1990. Pour ces chercheurs, ces différences qui paraissent émerger très tôt (Eccles, Jacobs, & Harold, 1990 ;Tap, 1985 ;Wigfield, Harold, Freedman-Doan, Eccles, Yoon, Arbreton, & Blumenfeld, 1997) semblent être plutôt la conséquence d'une socialisation des rôles sexués que d'une différence d'aptitudes naturelles. L'environnement social et culturel inculquerait très tôt ce qu'il est approprié de faire en fonction du sexe.…”