Match!

I can do this! The development and calibration of children’s expectations for success and competence beliefs

Published on Jun 1, 2018in Developmental Review4.846
· DOI :10.1016/j.dr.2018.04.001
Katherine Muenks8
Estimated H-index: 8
(IU: Indiana University),
Allan Wigfield62
Estimated H-index: 62
(UMD: University of Maryland, College Park),
Jacquelynne S. Eccles112
Estimated H-index: 112
(UCI: University of California, Irvine)
Sources
Abstract
Abstract We review work on the development of children and adolescents’ expectancy and competence beliefs for academic achievement domains across the elementary and secondary school years, and how they become calibrated to children’s performance. The work reviewed stems from prominent achievement motivation theories: expectancy-value theory, social cognitive theory, self-worth theory, and self-determination theory. Broadly, research on the development of children’s expectancy and competence beliefs for different achievement tasks shows that these beliefs decline from kindergarten to 12th grade, although there are different patterns of decline. Across age children’s expectancy beliefs relate more strongly to, or become better calibrated with, their performance on achievement activities. Such calibration impacts students’ motivation and self-regulation for exams and other assignments. Children’s expectancies are influenced by the feedback (supportive or critical) given to them by parents and teachers, as well as by parents’ and teachers’ expectancies for them. School instructional practices, notably ability grouping and tracking, differentially influence children’s developing expectancies. Peers also impact each other’s expectancy beliefs. We conclude the article with suggestions for future research.
  • References (164)
  • Citations (11)
📖 Papers frequently viewed together
931 Citations
9 Citations
78% of Scinapse members use related papers. After signing in, all features are FREE.
References164
Newest
#1Julian B. Rotter (OSU: Ohio State University)H-Index: 29
2,434 Citations
#1Emily Q. Rosenzweig (UMD: University of Maryland, College Park)H-Index: 6
#2Allan Wigfield (UMD: University of Maryland, College Park)H-Index: 62
One way to increase students’ participation in science, technology, engineering, and mathematics (STEM) fields is to target their motivation. Researchers have conducted a growing number of interventions addressing students’ motivation in STEM; however, this body of work has not been adequately reviewed. We systematically reviewed experimental and quasi-experimental studies (n = 53) targeting adolescent students’ motivation for STEM subjects. While some interventions showed positive effects on a ...
43 CitationsSource
#1Katherine MuenksH-Index: 8
#2David B. MieleH-Index: 10
Last. Allan WigfieldH-Index: 62
view all 3 authors...
The goal of the present studies was to examine whether students’ reasoning about the relation between levels of effort and ability is influenced by the perceived source of an individual’s effort. Two sources of others’ effort were examined: task-elicited effort, or effort due primarily to the subjective difficulty of the task, and self-initiated effort, or effort determined by students’ own motivation. In 3 studies, undergraduate participants responded to vignettes in which they were asked to ma...
6 Citations
#1David S. Yeager (University of Texas at Austin)H-Index: 24
#2Carissa Romero (Stanford University)H-Index: 5
Last. Carol S. Dweck (Stanford University)H-Index: 80
view all 14 authors...
There are many promising psychological interventions on the horizon, but there is no clear methodology for preparing them to be scaled up. Drawing on design thinking, the present research formalizes a methodology for redesigning and tailoring initial interventions. We test the methodology using the case of fixed versus growth mindsets during the transition to high school. Qualitative inquiry and rapid, iterative, randomized “A/B” experiments were conducted with ∼3,000 participants to inform inte...
114 CitationsSource
#1Sandra GrahamH-Index: 4
#2April Z. TaylorH-Index: 5
8 CitationsSource
#1Herbert W. MarshH-Index: 126
#2Reinhard PekrunH-Index: 57
Last. Kou MurayamaH-Index: 28
view all 6 authors...
Ever since the classic research of Nicholls (1976) and others, effort has been recognized as a double-edged sword: while it might enhance achievement, it undermines academic self-concept (ASC). However, there has not been a thorough evaluation of the longitudinal reciprocal effects of effort, ASC, and achievement, in the context of modern self-concept theory and statistical methodology. Nor have there been developmental equilibrium tests of whether these effects are consistent across the potenti...
21 CitationsSource
#1Katherine Muenks (UMD: University of Maryland, College Park)H-Index: 8
#2David B. Miele (BC: Boston College)H-Index: 10
Last. Meredith L. Rowe (UMD: University of Maryland, College Park)H-Index: 28
view all 5 authors...
Abstract The present studies examined whether parents' beliefs about the fixedness of ability predict their self-reported interactions with their children. Parents' fixedness beliefs were measured at two levels of specificity: their general beliefs about intelligence and their beliefs about their children's math and verbal abilities. Study 1, conducted with an online sample of 300 parents, showed that the more parents believed that abilities were fixed, the more likely they were to endorse contr...
11 CitationsSource
#1Lauren E. Musu-Gillette (UMD: University of Maryland, College Park)H-Index: 4
#2Allan Wigfield (UMD: University of Maryland, College Park)H-Index: 62
Last. Jacquelynne S. Eccles (UCI: University of California, Irvine)H-Index: 112
view all 4 authors...
This study extends previous research on the long-term connections between motivation constructs in expectancy-value theory and achievement outcomes. Using growth mixture modelling, we examined trajectories of change for 421 students from 4th grade through college in their self-concept of ability (SCA) in math, interest in math, and perceived importance of math. We also assessed how these trajectories relate to choice of college major, focusing on math-intensive and non-intensive majors. Gender, ...
48 CitationsSource
#1Herbert W. Marsh (ACU: Australian Catholic University)H-Index: 126
#2Adel S. Abduljabbar (KSU: King Saud University)H-Index: 17
Last. Maher M. Abu-Hilal (Sultan Qaboos University)H-Index: 11
view all 7 authors...
Extensive support for the seemingly paradoxical negative effects of school- and class-average achievement on academic self-concept (ASC)—the big-fish-little-pond effect (BFLPE)—is based largely on secondary students in Western countries or on cross-cultural Program for International Student Assessment studies. There is little research testing the generalizability of this frame of reference effect based on social comparison theory to primary school students and or to matched samples of primary an...
32 CitationsSource
#1Sabrina ZirkelH-Index: 9
#2Julie A. GarciaH-Index: 1
Last. Mary C. MurphyH-Index: 2
view all 3 authors...
Experience-sampling methods (ESM) enable us to learn about individuals’ lives in context by measuring participants’ feelings, thoughts, actions, context, and/or activities as they go about their daily lives. By capturing experience, affect, and action in the moment and with repeated measures, ESM approaches allow researchers access to expand the areas and aspects of participants’ experiences they can investigate and describe and to better understand how people and contexts shape these experience...
33 CitationsSource
Cited By11
Newest
Abstract In this article, I introduce the current special issue, which brings together leading scholars who either initiated or played subsequent central roles in the inception and development of five prominent theories of academic motivation: attribution theory, expectancy-value theory, social-cognitive theory, achievement goal theory, and self-determination theory. I begin by discussing the need for a special issue devoted to these theories and then summarize its overarching goals: (1) provide...
Source
#1Emily Grenner (Lund University)H-Index: 1
#2Victoria Johansson (Lund University)H-Index: 8
Last. Birgitta Sahlén (Lund University)H-Index: 19
view all 4 authors...
Aim: Self-efficacy for writing is an important motivational factor and considered to predict writing performance. Self-efficacy for narrative writing has been sparsely studied, and few studies focus on the effects of writing intervention on self-efficacy. Additionally, there is a lack of validated measures of self-efficacy for elementary school students. In a previous study, we found that a trained panel rated personal narrative text quality higher for girls than for boys, which led to our aim: ...
Source
#1Vered Vaknin-Nusbaum (Western Galilee College)H-Index: 7
#2Einat Nevo (Western Galilee College)H-Index: 5
Last. Linda B. Gambrell (Clemson University)H-Index: 20
view all 4 authors...
Motivational questionnaires (MRP-R and MWP) were used to investigate reading and writing motivation (self-concept and value) among 252 Hebrew-speaking students in third to sixth grade. CFA for read...
1 CitationsSource
Abstract The present meta-analysis integrates results from 261 studies on students' expected and actual achievement. Cross-sectional and longitudinal studies found moderate, positive associations between expectations and achievement; the analysis of cross-lagged effects indicates that these associations were bidirectional. In addition, we found large differences between levels of expected and actual achievement, with expectations being more positive. The size of these differences slightly decrea...
1 CitationsSource
#1Jennifer E. John (UNLV: University of Nevada, Las Vegas)
#2Paul A. Nelson (UNLV: University of Nevada, Las Vegas)H-Index: 2
Last. Rachael D. Robnett (UNLV: University of Nevada, Las Vegas)H-Index: 5
view all 4 authors...
Abstract This mixed-methods study focuses on narratives that undergraduates tell about pivotal moments (i.e., turning points) in their prior history with math. A key objective was to examine whether these turning points would be associated with participants’ current math affect, math motivation, and future plans with math. Undergraduate participants (N = 210) completed quantitative measures assessing math anxiety, math self-expectancy, and math value, and also wrote narratives about a turning po...
Source
Source
#1Lorena Aceves (PSU: Pennsylvania State University)
#2Mayra Y. Bámaca-Colbert (PSU: Pennsylvania State University)H-Index: 8
Last. Richard W. Robins (UC Davis: University of California, Davis)H-Index: 65
view all 3 authors...
The contribution that parental educational expectations for youth and youth’s perceptions of academic competence can have on youth’s own educational expectations across early to late adolescence is not well-understood. In a sample of Mexican-origin families, the current study examined longitudinal (from early to late adolescence) associations among mothers, fathers, and youth’s educational expectations, how youth’s educational expectations were associated with perceived academic competence, and ...
Source
Ethnic-racial climate is a salient dimension of school context, especially amid the current sociopolitical climate. This study examined perceptions of school ethnic-racial climate among adolescent ...
Source
#1Athanasios Kolovelonis (UTH: University of Thessaly)H-Index: 8
#2Marios Goudas (UTH: University of Thessaly)H-Index: 27
1 CitationsSource
#1Felix Kapp (Technical University of Berlin)H-Index: 1
#2Pia Spangenberger (Technical University of Berlin)H-Index: 1
Last. Susanne Narciss (TUD: Dresden University of Technology)H-Index: 13
view all 4 authors...
Self-evaluation of one’s competences is considered a core factor in various domains of human functioning, including learning and instruction, as well as academic and vocational choices. Researchers from the fields of metacognition and learning, as well as motivation and learning have thus intensively investigated issues related to the self-evaluation of competences. Insights from both lines of research have been used in the serious game project SERENA to inform the selection and design of techni...
2 CitationsSource