Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices

Eric M. Anderman, Jacquelynne S. Eccles, Kwang S. Yoon, Robert Roeser, Allan Wigfield, Phyllis Blumenfeld

Research output: Contribution to journalArticlepeer-review

91 Scopus citations

Abstract

Changes in students' achievement values in mathematics and reading were examined in a sample of children and early adolescents. Hierarchical linear modeling techniques were used to account for both classroom- and student-level effects. At the student level, positive changes in students' achievement values were associated positively with self-concept of ability and the previous year's achievement values in both reading and math. Measures of teachers' mastery- and performance-oriented instructional practices were included in the full HLM model. Students experienced decrements in achievement values, after controlling for other student and classroom-level variables, in classrooms where performance-oriented instructional practices were used. In the full model, self-concept of ability was related positively to increases in achievement values, whereas gender was unrelated to changes in achievement values.

Original languageEnglish (US)
Pages (from-to)76-95
Number of pages20
JournalContemporary Educational Psychology
Volume26
Issue number1
DOIs
StatePublished - Jan 1 2001

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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