Supplemental Material for The “Situative Nature” of Competence and Value Beliefs and the Predictive Power of Autonomy Support: A Multilevel Investigation of Repeated Observations

The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.

Journal of Educational Psychology ◽

10.1037/edu0000680 ◽

2021 ◽

Author(s):

Cora Parrisius ◽

Hanna Gaspard ◽

Steffen Zitzmann ◽

Ulrich Trautwein ◽

Benjamin Nagengast

Keyword(s):

Autonomy Support ◽

Predictive Power ◽

Repeated Observations

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The "situative nature" of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations

10.31234/osf.io/p2zfr ◽

2020 ◽

Author(s):

Cora Parrisius ◽

Hanna Gaspard ◽

Steffen Zitzmann ◽

Ulrich Trautwein ◽

Benjamin Nagengast

Keyword(s):

Autonomy Support ◽

Predictive Power ◽

Value Theory ◽

Residual Variance ◽

Teaching Behaviors ◽

Individual Level ◽

Class Level ◽

Trait Variance ◽

Competence Beliefs ◽

The Individual

In their situated expectancy-value theory, Eccles et al. (2020) assume students’ competence and value beliefs to be situation-specific and thereby to be “situative” in nature. Even though motivation research has gradually been developing an understanding of this situative nature, for instance, by disentangling time-consistent and fluctuating proportions of competence and value beliefs at the analytical level of the individual, most studies still have not disentangled them at the class level. The present study sought to close this gap by applying a multilevel modeling approach based on data from 1,617 ninth-grade students in 78 classrooms across five consecutive math lessons. Our findings revealed significant proportions of trait variance and state residual variance in students’ competence beliefs, value beliefs, and their perceptions of autonomy-supportive teaching behaviors at the individual and class levels. The largest amount of variance could be attributed to the individual level (compared with the class level) with more or less equal amounts of proportions of trait variance and state residual variance. Furthermore, students’ perceptions of autonomy-supportive teaching behaviors predicted the situational manifestation of their competence and value beliefs, whereby time-consistent differences, both between students and between classes, explained more variance than differences within students and within classes. Thus, our findings supported the situative nature of competence and value beliefs but also revealed that, by and large, interindividual differences had more predictive power for students’ competence and value beliefs than intraindividual fluctuations over time.

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Predictive Power of Peer Behavioral Assessment for Subsequent Maladjustment in Community Samples of Disruptive and Nondisruptive Children

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963099005181 ◽

2000 ◽

Vol 41 (2) ◽

pp. 181-190 ◽

Cited By ~ 8

Author(s):

George M. Realmuto ◽

Gerald J. August ◽

Joel M. Hektner

Keyword(s):

Predictive Power ◽

Behavioral Assessment

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Associations Between Informal Caregivers’ Burden and Educational Level

GeroPsych ◽

10.1024/1662-9647/a000199 ◽

2019 ◽

Vol 32 (1) ◽

pp. 19-29 ◽

Cited By ~ 1

Author(s):

Monika Oedekoven ◽

Katja Amin-Kotb ◽

Paul Gellert ◽

Klaus Balke ◽

Adelheid Kuhlmey ◽

...

Keyword(s):

Support Services ◽

Educational Level ◽

Autonomy Support ◽

Population Survey ◽

Multivariate Analyses ◽

Informal Caregivers ◽

Loss Of Self ◽

Perceived Burden ◽

Result Show ◽

Care Situation

Abstract. We investigated the association between the education of informal caregivers’ (IC) and their physical and mental burden. We hypothesized that better-educated IC would have more resources available to manage the care situation and as a result show lower perceived burden. We conducted a population survey of 6,087 German residents aged 18+ years, 966 of whom reported to be IC. Results show that IC felt more often mentally than physically burdened. In the multivariate analyses, higher-educated IC did not have lower odds of feeling physically burdened than lower-educated IC, though they did have increased odds of feeling mentally burdened. The higher perceived mental burden of higher-educated IC may be related to fear of loss of self-fulfilment and autonomy. Support services should consider the mental burden of higher-educated IC and tailor their interventions accordingly.

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