On the relationship between value orientation, valences, and academic achievement

• Stefan Fries ^[1] ; Sebastian Schmid ^[1] ; Manfred Hofer ^[1]
  1. [1] University of Mannheim

     University of Mannheim

     Stadtkreis Mannheim, Alemania

     
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 22, Nº 2, 2007, págs. 201-216
• Idioma: inglés
• DOI: 10.1007/BF03173522
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 2 Citas
• Resumen

  • Value orientations are believed to influence learning in school. We assume that this influence is mediated by the valences attached to specific school subjects. In a questionnaire study (704 students from 36 classes) achievement and well-being value orientations were measured. Students also rated valence scales for the school subjects German and Mathematics and reported their respective grades. In order to take into consideration the nested data structure, the mediation hypotheses were tested using the Hierarchical Linear Model in a series of intercept only models. School grades were significantly predicted by value orientation. A mediation analysis indicated that this relation was completely mediated by the valences of the different school subjects.

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