Frame-of-Reference Effects on Value Beliefs in Mathematics: Evidence From German Academic-Track Students

• In Event: 53.072 - Cultural Considerations in Math Motivation

Abstract

Expectancy-value theory of achievement motivation identifies two classes of beliefs that are important predictors of educational choices and achievement: expectancy and value beliefs. It is well known that high achieving peers can have a negative impact on academic self-concept, called the Big-Fish-Little-Pond-Effect (BFLPE; Marsh & Hau, 2003; Marsh, 1987), but little is known on the impact on value beliefs. Data were drawn from the TOSCA study including 2,079 students. Using multilevel structural equation models, there were negative BFLPE for utility value, intrinsic/attainment value, and academic self-concept, and positive for cost. Girls had significant BFLPE for all constructs, whereas boys only had a significant BFLPE for self-concept. The BFLPE for self-concept for girls was significantly larger than it was for boys.

Authors

• Jenna Cambria, University of Arkansas

• Holger Brandt, University of Kansas

• Benjamin Nagengast, University of Tübingen

• Ulrich Trautwein, University of Tubingen