School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach

Abstract

Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach The main objective of the present study is to gain more insight into the school effects on the development of 2 noncognitive student outcomes, namely, the motivation toward learning tasks and the academic self-concept, and, more specifically, on the consistency of the school effects on these 2 outcomes. Data were drawn from the ''Longitudinaal Onderzoek Secundair Onderwijs'' (LOSO)-project and consisted of 2,687 students in 50 schools that were tested repeatedly at 4 different time points during secondary education (Grades 7-12). A multivariate multilevel latent growth curve model was used to analyze the data. The results showed that the school effects on the development of the noncognitive outcomes were considerable, and, more importantly, the school effects were larger on growth than on student status. Schools that were effective for the development of the motivation toward learning tasks also proved to be effective for the development of academic self-concept. However, the consistency of the school effects resulted largely from intake differences between schools.Keywords: multivariate multilevel latent growth curve model; motivation toward learning tasks; academic self-concept; secondary education IntroductionMeasuring and explaining school effects have been the central concern in school effectiveness research over the past decades. The vast amount of studies in the field has yielded an extensive knowledge base and expertise. However, several problems regarding the measurement of school effects remain underaddressed and problematic (Teddlie & Reynolds, 2000). The present study addresses three of these problems: school effects on students' noncognitive outcomes, school effects on students' progress, and consistency of school effects.First, despite several pleas, the dependent variable (or effectiveness criterion) in most studies is still student achievement. Noncognitive outcomes, such as learning styles, academic self-concept, values, or attitudes, are only seldom studied, probably because they are more dif...

Educational effectiveness research (EER): a state-of-the-art review

“…Similarly, Ross et al (2001), using multi-year value-added analyses, were able to demonstrate effects of the New American Schools designs in Memphis, Tennessee, that were not detected using more traditional methods. These models are becoming increasingly popular (e.g., De Fraine et al, 2007;Palardy, 2008;Van de gaer et al, 2009;Van der Werf et al, 2008) and show that change in outcomes is often nonlinear, with the possibility for social and affective outcomes of relative decline at certain time points.…”

“…School effects tend to be larger for subjects such as mathematics and science, which are typically learned largely at school, as compared with school effects for language (Thomas, Sammons, Mortimore, & Smees, 1997a). Also, longitudinal studies examining student growth are more likely to demonstrate school effects of greater magnitude (Teddlie & Reynolds, 2000;Van de gaer et al, 2009). Additionally, it seems school effects are larger in subject areas in which the school forms the main avenue of exposureas with mathematics, for example, where exposure is limited in the family and the community (Mortimore et al, 1988;Teddlie & Reynolds, 2000).…”

“…Inconsistency in secondary schools could indicate differences in teacher effectiveness or departmental effectiveness. Van de gaer et al (2009) investigated consistency between two noncognitive outcomes and found that the consistency between school effects for motivation and academic selfconcept resulted largely from intake differences between schools.…”

“…However, in recent years, researchers have been investigating a broader range of outcomes of education. These include noncognitive outcomes such as student well-being (Konu, Lintonen, & Autio, 2002; and achievement motivation ( Van de gaer et al, 2009;Van der Werf, Opdenakker, & Kuyper, 2008).…”

Growth in Reading Comprehension and Mathematics Achievement in Primary School: A Bivariate Transition Multilevel Growth Curve Model Approach

“…Or these studies report on several effectiveness criteria, but they model each criterion separately. Many researchers have called for the development of better statistical methods capable of handling more than one effectiveness criterion in the same model [10,15,16]. When effectiveness criteria are modelled separately, the underlying assumption is that these different effectiveness criteria are independent of each other.…”