How values relate to student achievement in upper secondary education: Integrating interdisciplinary perspectives on value beliefs in the school context

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Social Psychology of Education Pub Date : 2024-05-29 DOI:10.1007/s11218-024-09906-2

Jennifer Meyer, Jan Scharf, Martin Daumiller, Nicolas Hübner

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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.

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价值观与高中学生成绩的关系：在学校环境中整合关于价值信仰的跨学科观点

教育研究经常提到对教育各方面赋予的主观价值。将心理学和社会学等相关学科的理论框架应用于教育领域，旨在更好地描述为什么有些学生比其他学生更有学习动力，从而理解学习成绩的差异。在本研究中，我们采用了一种跨学科的方法，旨在整合心理学关于特定领域价值信念的观点（即内在价值、成就价值、效用价值、成本价值）和社会学关于教育领域一般价值信念的观点（即刺激价值、舒适价值、地位价值、行为确认价值），并研究它们与高中学业成功之间的关系。在对德国 3,775 名高中生的抽样调查中，我们发现有证据表明，在预测特定领域的成绩和 GPA 时，将这两种观点结合起来会产生递增效应。我们讨论了跨学科理论视角的整合如何促进科学学科之间的交流，并有益于激励领域的未来研究。

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.