Motivational Beliefs Specific to Business Studies Subfields: Interrelations, Antecedents, and Change in the Introductory Study Phase

Autor/in	Gorges, Julia
Titel	Motivational Beliefs Specific to Business Studies Subfields: Interrelations, Antecedents, and Change in the Introductory Study Phase
Quelle	In: International Journal of Educational Psychology, 8 (2019) 2, S.109-136 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Self Concept; Dropouts; Business Administration Education; Longitudinal Studies; Higher Education; Student Motivation; Factor Analysis; Correlation; Student Attitudes; Foreign Countries; Structural Equation Models; High School Students; German; Mathematics Skills; Prediction; Self Concept Measures; Introductory Courses; College Freshmen; Student Adjustment; Germany + Suchen Sie Ihr Suchwort? Selbstkonzept; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulische Motivation; Faktorenanalyse; Korrelation; Schülerverhalten; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Deutscher; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Vorhersage; Einführungskurs; Studienanfänger; Adjustment; Adaptation; Deutschland
Abstract	Self-concepts of ability (SCA) and intrinsic task values (ITV) are key determinants of students' choice of study program and dropout. Both constructs are multidimensional (i.e., specific to curricular learning content) and hierarchically structured (i.e., aggregate into one or more higher-order factors). The present study investigated German business studies students' (N = 375; age: M (SD) = 21.8 (5.51); 59% female) subfield-specific SCAs and ITVs. Longitudinal data collected at the transition into higher education (t1) and toward the end of the first semester (t2) gave insight into (changes in) interrelations and antecedents of subfield-specific SCAs and ITVs during the introductory study phase, when students likely had to review their hitherto anticipated motivational beliefs. Results from confirmatory factor analyses and structural equation modelling revealed that interrelations of SCAs and ITVs decrease over time. SCAs correlate increasingly strongly within a mathematical and a verbal domain compared to cross-domain correlations. Accordingly, mathematics, but not German SCA, from high school predicts all subfield-specific SCAs at t1, but only mathematical subfield SCAs at t2. However, the pattern of results for ITVs is less systematic. Curricular and practical implications of the subfield-specific formation of motivational beliefs at the transition into higher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01