The "situative nature" of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations

Abstract

In their situated expectancy-value theory, Eccles et al. (2020) assume students’ competence and value beliefs to be situation-specific and thereby to be “situative” in nature. Even though motivation research has gradually been developing an understanding of this situative nature, for instance, by disentangling time-consistent and fluctuating proportions of competence and value beliefs at the analytical level of the individual, most studies still have not disentangled them at the class level. The present study sought to close this gap by applying a multilevel modeling approach based on data from 1,617 ninth-grade students in 78 classrooms across five consecutive math lessons. Our findings revealed significant proportions of trait variance and state residual variance in students’ competence beliefs, value beliefs, and their perceptions of autonomy-supportive teaching behaviors at the individual and class levels. The largest amount of variance could be attributed to the individual level (compared with the class level) with more or less equal amounts of proportions of trait variance and state residual variance. Furthermore, students’ perceptions of autonomy-supportive teaching behaviors predicted the situational manifestation of their competence and value beliefs, whereby time-consistent differences, both between students and between classes, explained more variance than differences within students and within classes. Thus, our findings supported the situative nature of competence and value beliefs but also revealed that, by and large, interindividual differences had more predictive power for students’ competence and value beliefs than intraindividual fluctuations over time.

The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms.

“…1Data from this study were additionally used to investigate the effects of the MoMa relevance intervention on precursors of career choices (i.e., vocational interests, career orientation, STEM career aspirations, perceived importance of math and physics for students’ career aspirations) as more distal outcomes (Piesch et al, 2020). Furthermore, data from this study were used in three publications that did not focus on the effects of the intervention but used this data set for different research questions and used the intervention conditions as a covariate (Gaspard & Lauermann, 2020; Parrisius, Gaspard, Trautwein, et al, 2020; Parrisius, Gaspard, Zitzmann, et al, 2020). …”

Development and initial validation of a scale for the situational recognition of the basic psychological needs

“…Both in general and special education, case studies are appropriate for exploring the dynamic relationships that are developed as part of a student-centered and dyad-based supportive work (Burt et al, 2013;Weinstein et al, 2010;Williams, 2014). Recently, research underlined the importance of situational approaches on how BPNs are being satisfied (Escriva-Boulley et al, 2021b;Parrisius et al, 2021). Consequently, offering a relevant video vignette may have advantages like authenticity, realism and engagement for the participants (e.g., Nørskov et al, 2020;Rodríguez-Muñiz et al, 2018;Shen, 2010).…”

Differential relations among expectancy, task value, engagement, and academic performance: The role of generation status

“…Second, expectancy, task value, and engagement are multilevel constructs, meaning that their manifestations can range from within a general context to more specific settings. For instance, students endorse expectancy and task value for school and adopt these constructs for particular subjects and tasks (Bong, 2004;Parrisius et al, 2021). Similarly, students engage with school work in general while simultaneously displaying engaged activities in specific classes (Sinatra et al, 2015;Dierendonck et al, 2020).…”