How Values Relate to Achievement in Upper Secondary Education: Integrating Interdisciplinary Perspectives on Academic Motivation (Poster 41)

• In Event: AERA Poster Session Eight
  In Poster Session: Cognitive and Motivational Processes: Poster Session Two

Abstract

For many decades, researchers across different fields have aimed to explain individual disparities in student achievement. To this end, different theoretical frameworks on the perceived value of education outcomes have been developed in educational psychology and in sociology of education. In this study, we combined central frameworks from both traditions by integrating socialized values of education and expectancy-value theory and tested their joint predictive power for achievement outcomes. In a sample of N = 3,775 German upper secondary school students, we found evidence of incremental predictive power when combining the two frameworks and predicting domain-specific achievement and GPA. Findings highlight the relevance of considering students’ socialized values in addition to values from expectancy-value theory to explain differences in academic achievement.

Authors

• Jennifer Meyer, Leibniz Institute for Science and Mathematics Education
  Presenting Author

• Jan Scharf, DIPF Leibniz Institute for Research and Information in Education
  Non-Presenting Author

• Martin Daumiller, University of Augsburg
  Non-Presenting Author

• Nicolas Huebner
  Non-Presenting Author