An Expectancy-Value Perspective on Elementary Students' Worries About Their Math and Reading Performance
Authors: Fani Lauermann, Jacquelynne Eccles, Reinhard Pekrun
Presented at 2017 AERA
Abstract: Drawing on Eccles et al. expectancy-value theory and Pekrun’s control-value theory, the present study examined the motivational underpinnings of elementary students’ worries about performing poorly in math and reading (N = 805). With one exception, the analyses confirmed interactive associations between children’s ability self-concepts and valuing of math and reading in predicting worry. Moderated mediation analyses further suggested that when children’s self-concepts of ability were low to moderate, students’ perceived parental valuing of their math and reading performance indirectly positively predicted children’s worrying via its positive association with children’s own valuing of these subjects. Thus, when children perceive high performance in math and reading as potentially difficult to attain, perceived parental valuing might negatively impact their wellbeing in school.