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ERIC Number: EJ910424
Record Type: Journal
Publication Date: 2010-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 97
ISSN: ISSN-0022-0663
Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories from Grades 1 through 12
Archambault, Isabelle; Eccles, Jacquelynne S.; Vida, Mina N.
Journal of Educational Psychology, v102 n4 p804-816 Nov 2010
Because literacy skills are critical for most academic subject matters, researchers have become increasingly interested in understanding children's motivation in this domain as a way to increase academic success. In this study, we extend previous work by looking at the heterogeneity of children's motivational changes in literacy across Grades 1-12. We used a cross-sequential design based on 3 different cohorts of children (N = 655) coming from 10 public elementary schools. Data were collected over an 8-year period (1988-1996) starting when children were in 1st, 2nd, and 4th grades. Using multiple-process growth mixture modeling, we identified 7 groups of children showing distinct trajectories of change in literacy subjective task value and ability self-concept across school years. For all children, ability self-concept and subjective task value decreased between Grade 1 and Grade 12; however, this decline was more apparent for some youths than for others. Our findings suggest the importance of school-based interventions that aim to prevent decreases in student motivation for literacy over time and that focus on the early detection of children at risk for dramatic declines. (Contains 4 tables, 1 footnote and 1 figure.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A