School of Psychology, South China Normal University.
Department of Psychology, University of South Carolina.
Sch Psychol. 2021 May;36(3):167-180. doi: 10.1037/spq0000384.
Based on expectancy-value theory, this longitudinal study was designed to test the relations between two achievement task values (i.e., attainment value and utility value) as well as their respective influences on academic achievement and depressive symptoms. This study incorporated a sample of 897 ( = 10.36 years, 55.8% male) and a cross-validation sample of 821 ( = 10.42 years, 55.2% male) Chinese elementary school students from Grade 4. The students completed measures of achievement task values and depressive symptoms (parent reports) in the middle of two consecutive semesters and their academic achievement levels were assessed at the end of each semester. The results of cross-lagged analyses showed that: (a) attainment value reciprocally and positively related to utility value; (b) baseline attainment value positively related to later academic achievement and negatively related to later depressive symptoms after controlling for baseline utility value; (c) baseline academic achievement positively related to later attainment value and utility value. Furthermore, latent profile analyses revealed: (a) four achievement task values profiles (i.e., high, medium, low achievement task values, and high attainment value and low utility value) in both samples; (b) the profiles were differentially related to subsequent academic achievement and depressive symptoms. Theoretically, the findings of reciprocal relations between achievement task values and their relations with the academic and mental health outcomes refine and extend the scope of expectancy-value theory. Practically, intervention strategies may be most effective by focusing on the synergistic development of high attainment value and utility value in promoting positive developmental outcomes in early adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
基于期望价值理论，本纵向研究旨在检验两种成就任务价值观（即，获得价值和实用价值）之间的关系，以及它们各自对学业成绩和抑郁症状的影响。本研究纳入了 897 名（=10.36 岁，55.8%为男性）和 821 名（=10.42 岁，55.2%为男性）来自中国小学四年级的学生作为样本。学生在连续两个学期的中期完成成就任务价值观和抑郁症状（家长报告）的测量，并且在每个学期末评估他们的学业成绩水平。交叉滞后分析的结果表明：（a）获得价值与实用价值相互正向关联；（b）在控制基线实用价值后，基线获得价值与后期学业成绩呈正相关，与后期抑郁症状呈负相关；（c）基线学业成绩与后期获得价值和实用价值呈正相关。此外，潜在剖面分析揭示了：（a）两个样本中存在四种成就任务价值观剖面（即高、中、低成就任务价值观，以及高获得价值和低实用价值）；（b）这些剖面与随后的学业成绩和抑郁症状存在不同的关系。从理论上讲，成就任务价值观之间的互惠关系及其与学业和心理健康结果的关系的发现，完善和扩展了期望价值理论的范围。从实践上讲，干预策略可能最有效，方法是通过关注高获得价值和实用价值的协同发展，促进青少年早期的积极发展结果。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
