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Autor:
Marsh, Herbert W.; Pekrun, Reinhard; Lichtenfeld, Stephanie; Guo, Jiesi; Arens, A. Katrin; Murayama, Kou:

Titel:
Breaking the double-edged sword of effort/trying hard
Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept

Quelle:
In: Developmental Psychology, 52 (2016) 8 , 1273-1290

Sprache:
Englisch

Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)

Schlagwörter:
Deutschland, Empirische Untersuchung, Fleiß, Längsschnittuntersuchung, Leistungstest, Mathematik, Schüler, Schülerleistung, Schulnoten, Sekundarstufe I, Selbstkonzept, Wirkung


Abstract(original):
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 potentially volatile early-to-middle adolescence. Hence, focusing on mathematics, we evaluate reciprocal effects models (REMs) over the first 4 years of secondary school (grades 5-8), relating effort, achievement (test scores and school grades), ASC, and ASC × Effort interactions for a representative sample of 3,144 German students (Mage = 11.75 years at Wave 1). ASC, effort, and achievement were positively correlated at each wave, and there was a clear pattern of positive reciprocal positive effects among ASC, test scores, and school grades - each contributing to the other, after controlling for the prior effects of all others. There was an asymmetrical pattern of effects for effort that is consistent with the double-edged sword premise: prior school grades had positive effects on subsequent effort, but prior effort had nonsignificant or negative effects on subsequent grades and ASC. However, on the basis of a synergistic application of new theory and methodology, we predicted and found a significant ASC × Effort interaction, such that prior effort had more positive effects on subsequent ASC and school grades when prior ASC was high - thus providing a key to breaking the double-edged sword. (DIPF/Orig.)


DIPF-Abteilung:
Bildung und Entwicklung

Notizen:

zuletzt verändert: 11.11.2016