The "Situative Nature" of Competence and Value Beliefs and the Predictive Power of Autonomy Support: A Multilevel Investigation of Repeated Observations

Autor/inn/en	Parrisius, Cora; Gaspard, Hanna; Zitzmann, Steffen; Trautwein, Ulrich; Nagengast, Benjamin
Titel	The "Situative Nature" of Competence and Value Beliefs and the Predictive Power of Autonomy Support: A Multilevel Investigation of Repeated Observations
Quelle	In: Journal of Educational Psychology, 114 (2022) 4, S.791-814 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parrisius, Cora) ORCID (Gaspard, Hanna) ORCID (Zitzmann, Steffen) ORCID (Trautwein, Ulrich) ORCID (Nagengast, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000680
Schlagwörter	Competence; Grade 9; High School Students; Mathematics Instruction; Student Attitudes; Personal Autonomy; Teaching Methods; Teacher Behavior; Predictor Variables; Student Motivation; Expectation; Foreign Countries; Mathematics Teachers; Beliefs; Values; Observation; Germany + Suchen Sie Ihr Suchwort? Kompetenz; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Schülerverhalten; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Prädiktor; Schulische Motivation; Expectancy; Erwartung; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Wertbegriff; Beobachtung; Deutschland
Abstract	In their situated expectancy-value theory, Eccles and Wigfield (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. Larger amounts of variance could be attributed to the individual level compared with the class level and to fluctuating compared with time-consistent proportions (across levels). Furthermore, students' perceptions of autonomy-supportive teaching behaviors predicted their situation-specific competence and value beliefs, whereby time-consistent differences, both between students and between classes, explained more variance than fluctuations within students and within classes. Thus, our findings supported the situative nature of competence and value beliefs but also revealed that, by and large, time-consistent differences in the perceptions of autonomy-supportive teaching behaviors between students and classes had more predictive power for students' competence and value beliefs than intraindividual and intraclass fluctuations over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01