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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
dc.contributor.authorMichel, Yvonne A.
dc.contributor.authorSteinmayr, Ricarda
dc.contributor.authorFrenzel, Anne C.
dc.contributor.authorZiegler, Matthias
dc.date.accessioned2022-02-02T16:39:26Z
dc.date.available2022-02-02T16:39:26Z
dc.date.issued2020-02-14none
dc.identifier.urihttp://edoc.hu-berlin.de/18452/24716
dc.description.abstractAchievement 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.eng
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY 4.0) Attribution 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectAchievement motivationeng
dc.subjectdomain-specificityeng
dc.subjectconstruct validityeng
dc.subjectscholastic performance: CTC(M-1)eng
dc.subject.ddc150 Psychologienone
dc.subject.ddc370 Bildung und Erziehungnone
dc.titleUnpacking domain-specific achievement motivation: the role of contextualising items for test-criterion correlationsnone
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/24716-2
dc.identifier.doihttp://dx.doi.org/10.18452/24084
dc.type.versionpublishedVersionnone
local.edoc.pages26none
local.edoc.type-nameZeitschriftenartikel
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
dc.description.versionPeer Reviewednone
dc.identifier.eissn1469-5820
dcterms.bibliographicCitation.doi10.1080/01443410.2020.1713303
dcterms.bibliographicCitation.journaltitleEducational psychologynone
dcterms.bibliographicCitation.originalpublishernameTaylor & Francisnone
dcterms.bibliographicCitation.originalpublisherplaceLondonnone
bua.departmentLebenswissenschaftliche Fakultätnone

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