Reciprocal effects of homework self-concept, interest, effort, and math achievement

Abstract

Informed by modern self-concept theory, the expectancy-value theory, and cultural differences in the valuing of effort and ability, the current investigation examines the temporal ordering of homework self-concept, interest, effort, and math achievement. Participants were 702 8th-grade students in China. Results revealed that positive reciprocal effects were found between (a) self-concept and achievement, (b) effort and achievement, and (c) interest and effort. In addition, prior interest had positive influences on subsequent self-concept whereas prior self-concept had nonsignificant influences on subsequent interest. Finally, the self-concept × effort interaction had nonsignificant influences on subsequent self-concept, interest, effort, and achievement.