A1 Journal article (refereed)
Changes in achievement values from primary to lower secondary school among students with and without externalizing problems (2017)

Metsäpelto, R.-L., Taskinen, P., Kracke, B., Silinskas, G., Lerkkanen, M.-K., Poikkeus, A.-M., & Nurmi, J.-E. (2017). Changes in achievement values from primary to lower secondary school among students with and without externalizing problems. Learning and Individual Differences, 58, 75-82. https://doi.org/10.1016/j.lindif.2017.08.002

JYU authors or editors

Publication details

All authors or editors: Metsäpelto, Riitta-Leena; Taskinen, Päivi; Kracke, Bärbel; Silinskas, Gintautas; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

Journal or series: Learning and Individual Differences

ISSN: 1041-6080

eISSN: 1873-3425

Publication year: 2017

Volume: 58

Issue number: 0

Pages range: 75-82

Publisher: Elsevier B.V.

Publication country: Netherlands

Publication language: English

DOI: https://doi.org/10.1016/j.lindif.2017.08.002

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/63846

Abstract

This study examined the effect of students' externalizing problems on changes in values that they attach to math across the transition from primary to lower secondary school. Data pertaining to externalizing problems and to intrinsic, attainment, and utility values in math were gathered using the self-ratings of students in Grades 6 and 7. The analysis involved a comparison between students who reported persistent high externalizing problems before and after the transition (n = 63; 59% boys) and those who had low or non-existent externalizing problems before and after the transition (n = 1352; 50% boys). The results of a mixed-design analysis of covariance (ANCOVA) showed uniformly that students with high externalizing problems had lower intrinsic, attainment, and utility values in math than students with low or no externalizing problems. As the students progressed across the lower secondary transition, the attainment value in math showed a steeper decreasing trend in students with high levels of externalizing problems compared to the declining trajectory of students without such problems. We also found that the utility value decreased across transition, but the declining trend was steeper for students manifesting a high level of externalizing problems, particularly for boys. Overall, the results provide a better understanding of developmental trajectories of achievement values during the transition from primary to lower secondary school. Declining trends in achievement values are pronounced among students with a high level of externalizing problems, and boys with such problems are the most vulnerable group of students.

Keywords: pupils; mathematics; learning results; gender differences; lower comprehensive school; upper comprehensive school; transitional phase

Free keywords: externalizing problems; achievement values; school transition; gender differences; Achievement Goals; Implicit Theories; Mindset

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Ministry reporting: Yes

Reporting Year: 2017

JUFO rating: 2