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2020-02-14Zeitschriftenartikel DOI: 10.18452/24084
Unpacking domain-specific achievement motivation: the role of contextualising items for test-criterion correlations
Michel, Yvonne A.
Steinmayr, Ricarda cc
Frenzel, Anne C. cc
Ziegler, Matthias cc
Lebenswissenschaftliche Fakultät
Achievement motivation scores on the domain-specific level are better predictors of domain-matching scholastic performance than scores of general achievement motivation measures. Although there is research on domain-specific motivational measures, it is still unknown where this higher predictive power originates from. To address this, 715 students in secondary school answered questionnaires on general and domain-specific achievement motivation, domain-specific self-concept, and domain-specific self-esteem in two different studies. The first study was designed to disentangle the variance components in general and domain-specific achievement motivation in order to delineate hypotheses regarding potential drivers for the predictive power of domain-specific achievement motivation. The findings implied a strong role for a shared method factor. To explore the nature of this method factor, domain-specific self-concept/-esteem were focussed to establish discriminant validity evidence in a second study. The results indicate that the additional domain-specific variance can, in large parts, be explained by self-concept and self-esteem on domain-specific level.
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DOI
10.18452/24084
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https://doi.org/10.18452/24084
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<a href="https://doi.org/10.18452/24084">https://doi.org/10.18452/24084</a>