| Автор | Wigfield, Allan |
| Дата выпуска | 1996 |
| dc.description | ABSTRACTResults of two studies of children's competence beliefs and achievement values for mathematics and reading are summarized. Approximately 1700 children and adolescents participated in the studies; the participants were in first through 12th grades. The studies were based on an expectancy — value model of achievement choice proposed by Eccles et al. (1983). Results indicated that children's competence beliefs and achievement task values are distinctive belief systems, even in first grade children. During the elementary school years, the strength of relations between children's competence beliefs and adult evaluations of children's competence increased across grade. Children and adolescents’ competence beliefs predict their mathematics performance, whereas their task values predict their intentions to continue taking mathematics. |
| Формат | application.pdf |
| Издатель | Taylor & Francis Group |
| Копирайт | Copyright Taylor and Francis Group, LLC |
| Название | Differentiation of Children's Competence Beliefs and Achievement Values, and their Relations to Children's Performance and Choice of Different Activities |
| Тип | research-article |
| DOI | 10.1080/1380361960020304 |
| Electronic ISSN | 1744-4187 |
| Print ISSN | 1380-3611 |
| Журнал | Educational Research and Evaluation |
| Том | 2 |
| Первая страница | 261 |
| Последняя страница | 285 |
| Аффилиация | Wigfield, Allan; University of Maryland |
| Выпуск | 3 |
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