caa a22 4500 606239367 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20151201xx s 000 0 eng 10.1007/s11218-015-9311-0 doi (NATIONALLICENCE)springer-10.1007/s11218-015-9311-0 Schütte Kerstin Department of Educational Research, Leibniz Institute for Science and Mathematics Education at Kiel University, 24098, Kiel, Germany aut Science self-concept and valuing science: a cross-cultural analysis of their relation among students from Western and East Asian countries [Elektronische Daten] [Kerstin Schütte] Devaluing an academic domain is a potential means of alleviating the psychological discomfort that results from the inconsistency of a low domain-specific self-concept of ability and great value attached to the domain. Such motivated devaluation of a domain is expected to be stronger in cultural contexts that promote a relatively greater focus on striving for a unique and consistent self than on the fulfillment of relevant others' expectations. Moreover, motivated devaluation is expected to be stronger the closer the value construct is tied to the self. Multiple group structural equation models tested whether students' self-concepts of their science ability differentially predicted the values students attach to science in Western and East Asian subsamples of the Programme for International Student Assessment. Science self-concept predicted value of science in all countries; however, the effects were stronger in Western than East Asian countries. Moreover, effects were stronger for the psychologically more proximal personal than for the more distal general value of science. Results are thus in line with the proposition that the value students attach to an academic domain in part results from a motivated process driven by their domain-specific self-concept of ability. Springer Science+Business Media Dordrecht, 2015 Self-concept nationallicence Devaluing nationallicence Motivation nationallicence Values nationallicence Culture nationallicence Cultural differences nationallicence Social Psychology of Education Springer Netherlands 18/4(2015-12-01), 635-652 1381-2890 18:4<635 2015 18 11218 https://doi.org/10.1007/s11218-015-9311-0 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9311-0 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Schütte Kerstin Department of Educational Research, Leibniz Institute for Science and Mathematics Education at Kiel University, 24098, Kiel, Germany aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/4(2015-12-01), 635-652 1381-2890 18:4<635 2015 18 11218