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 journalArticle

87 Citations (Scopus)

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

Fingerprint

Mathematics
Reading
Learning
mathematics
Students
learning
performance
Values
Aptitude
student
self-concept
Self Concept
classroom
ability
adolescent
gender
teacher

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

Anderman, Eric M. ; Eccles, Jacquelynne S. ; Yoon, Kwang S. ; Roeser, Robert ; Wigfield, Allan ; Blumenfeld, Phyllis. / Learning to Value Mathematics and Reading : Relations to Mastery and Performance-Oriented Instructional Practices. In: Contemporary Educational Psychology. 2001 ; Vol. 26, No. 1. pp. 76-95.
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Learning to Value Mathematics and Reading : Relations to Mastery and Performance-Oriented Instructional Practices. / Anderman, Eric M.; Eccles, Jacquelynne S.; Yoon, Kwang S.; Roeser, Robert; Wigfield, Allan; Blumenfeld, Phyllis.

In: Contemporary Educational Psychology, Vol. 26, No. 1, 01.01.2001, p. 76-95.

Research output: Contribution to journalArticle

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