How Values Relate to Student Achievement in Upper Secondary Education: Integrating Interdisciplinary Perspectives on Value Beliefs in the School Context

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  • Author(s): Jennifer Meyer (ORCID Jennifer Meyer (ORCID 0000-0002-5714-3198); Jan Scharf; Martin Daumiller (ORCID Martin Daumiller (ORCID 0000-0003-0261-6143); Nicolas Hübner (ORCID Nicolas Hübner (ORCID 0000-0003-3528-8086)
  • Language:
    English
  • Source:
    Social Psychology of Education: An International Journal. 2024 27(5):2559-2588.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      30
    • Education Level:
      Secondary Education
    • Subject Terms:
      Academic Achievement; Secondary Education; Interdisciplinary Approach; Values; Beliefs; Secondary School Students; Foreign Countries
    • Subject Terms:
      Germany
    • Accession Number:
      10.1007/s11218-024-09906-2
    • ISSN:
      1381-2890
      1573-1928
    • Abstract:
      Educational research often refers to the subjective values assigned to aspects of education. Theoretical frameworks from the related disciplines of psychology and sociology applied to the context of education aim to better describe why some students are more motivated in school than others to understand differences in academic outcomes. In the current study, we followed an interdisciplinary approach that aimed to integrate psychological views regarding domain-specific value beliefs (i.e., intrinsic, attainment, utility, cost) and sociological views regarding domain-general values of education (i.e., stimulation, comfort, status, behavioral confirmation) and to investigate how they relate to academic success in upper secondary education. In a sample of 3,775 upper secondary school students in Germany, we found evidence that combining the two perspectives had incremental effects when predicting domain-specific achievement and GPA. We discuss how integrating interdisciplinary theoretical perspectives could foster communication between scientific disciplines and benefit future research in the field of motivation.
    • Abstract:
      As Provided
    • Notes:
      https://osf.io/9p4cw
    • Publication Date:
      2024
    • Accession Number:
      EJ1444590