Reciprocal Effects of Homework Self-Concept, Interest, Effort, and Math Achievement

Publication date: Available online 5 September 2018Source: Contemporary Educational PsychologyAuthor(s): Jianzhong XuAbstractInformed by modern self-concept theory, the expectancy-value theory, and cultural differences in the valuing of effort and ability, the current investigation examines the temporal ordering of homework self-concept, interest, effort, and math achievement. Participants were 702 8th-grade students in China. Results revealed that positive reciprocal effects were found between (a) self-concept and achievement, (b) effort and achievement, and (c) interest and effort. In addition, prior interest had positive influences on subsequent self-concept whereas prior self-concept had nonsignificant influences on subsequent interest. Finally, the self-concept × effort interaction had nonsignificant influences on subsequent self-concept, interest, effort, and achievement.
Source: Contemporary Educational Psychology - Category: Child Development Source Type: research