Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject

• Published in: Contemporary educational psychology Vol. 48; pp. 67 - 84
• Main Authors: Gaspard, Hanna, Häfner, Isabelle, Parrisius, Cora, Trautwein, Ulrich, Nagengast, Benjamin
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.01.2017
• Subjects: Adolescence; Gender differences; Measurement invariance; Task value; Adolescence; Gender differences; Measurement invariance; Task value
• ISSN: 0361-476X; 1090-2384
• DOI: 10.1016/j.cedpsych.2016.09.003

•Ten value facets were assessed in five subjects for students from Grade 5 to 12.•Measurement invariance was established across grade level, gender, and academic subject.•Students in higher grades reported lower value beliefs.•Stereotypical gender differences increased with grade level.•Students reported different levels of task value in the five academic subjects. Students’ value beliefs tend to decrease across secondary school (Wigfield et al., 2015). However, previous studies did not differentiate between all the dimensions of task values defined by expectancy-value theory (Eccles et al., 1983). Therefore, this study evaluated an instrument for assessing multiple value dimensions across grade level and academic subjects and tested for differences between grade levels in these subjects. A total of 830 students from Grades 5 to 12 completed a questionnaire assessing their value beliefs in German, English, math, biology, and physics with 37 items each. The factor structure was shown to be invariant across academic subjects, grade levels, and gender. Generally, students in higher grades showed lower means on positive value facets and higher means on cost facets. However, the results varied substantially by facet and subject. Furthermore, stereotypical gender differences in value beliefs were found, and some of these differences increased with students’ grade level. The findings indicate that examining multiple dimensions and subjects is crucial for developing a complete understanding of the development of students’ value beliefs.