Corrigendum to: Correction to Supporting Information: Predicting long-term growth in students’ mathematics achievement: The unique contributions of motivation and cognitive strategies (Child Development, (2013), 84, (1475–1490), 10.1111/cdev.12036);Predicting long-term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies

Child Development

Volumn 84, Issue 4, 2013, Pages 1475-1490

  Murayama, Kou ^a   Pekrun, Reinhard ^a   Lichtenfeld, Stephanie ^a   vom Hofe, Rudolf ^b  

^a UNIVERSITY OF MUNICH   (Germany)

^b BIELEFELD UNIVERSITY   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84880358789     PISSN: 00093920     EISSN: 14678624     Source Type: Journal    
DOI: 10.1111/cdev.12601     Document Type: Erratum

References (77)

1. Alexander, P. A., & Murphy, P. K. (1998). Profiling the differences in students' knowledge, interest, and strategic processing. Journal of Educational Psychology, 90, 435-447.
2. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Educational Psychology Review, 84, 191-215.
3. Bast, J., & Reitsma, P. (1997). Matthew effects in reading: A comparison of latent growth curve models and simplex models with structured means. Multivariate Behavioral Research, 32, 135-167.
4. Baumert, J., Nagy, G., & Lehmann, R. (2012). Cumulative advantages and the emergence of social and ethnic inequality: Matthew effects in reading and mathematics development within elementary schools? Child Development, 83, 1347-1367.
5. Bjorklund, D. F., Coyle, T. R., & Gaultney, J. F. (1992). Developmental differences in the acquisition and maintenance of an organizational strategy: Evidence for the utilization deficiency hypothesis. Journal of Experimental Child Psychology, 54, 434-448.
6. Brown, S. C., & Craik, F. I. M. (2000). Encoding and retrieval of information. In E. Tulving & F. I. M. Craik (Eds.), The Oxford handbook of memory (pp. 93-107). New York: Oxford University Press.
7. Butler, R. (1998). Determinants of help seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context. Journal of Educational Psychology, 90, 630-643.
8. Cervone, D., & Peake, P. K. (1986). Anchoring, efficacy, and action: The influence of judgmental heuristics on self-efficacy judgments and behavior. Journal of Personality and Social Psychology, 50, 492-501.
9. Christopoulos, J. P., Rohwer, W. D., Jr., & Thomas, J. (1987). Grade level differences in students' study activities as a function of course characteristics. Contemporary Educational Psychology, 12, 303-323.
10. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
11. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
12. Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
13. Enders, C. K. (2006). A primer on the use of modern missing-data methods in psychosomatic medicine research. Psychosomatic Medicine, 68, 427-736.
14. Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. New York: Nichols.
15. Erikson, R., Goldthorpe, J. H., & Portocarero, L. (1979). Intergenerational class mobility in three Western European societies: England, France and Sweden. British Journal of Sociology, 30, 415-441.
16. Fredricks, J. A., & Eccles, J. S. (2002). Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. Developmental Psychology, 38, 519-533. doi:10.1037/0012-1649.38.4.519
17. Frenzel, A. C., Goetz, T., Pekrun, R., & Watt, H. M. G. (2010). Development of mathematics interest in adolescence: Influences of gender, family, and school context. Journal of Research on Adolescence, 20, 507-537. doi:10.1111/j.1532-7795.2010.00645.x
18. Frenzel, A. C., Pekrun, R., Dicke, A. L., & Goetz, T. (in press). Decline of academic interest in adolescence-artifact or real? A study on the nature of change. Developmental Psychology.
19. Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517-529.
20. Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-538.
21. Grimm, K. J., Ram, N., & Hamagami, F. (2011). Nonlinear growth curves in developmental research. Child Development, 82, 1357-1371. doi:10.1111/j.1467-8624.2011.01630.x
22. Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898.
23. Gutman, L. M., Sameroff, A. J., & Cole, R. (2003). Academic growth curve trajectories from 1st grade to 12th grade: Effects of multiple social risk factors and preschool child factors. Developmental Psychology, 39, 777-790. doi:10.1037/0012-1649.39.4.777
24. Hart, D., Hofmann, V., Edelstein, W., & Keller, M. (1997). The relation of childhood personality types to adolescent behavior and development: A longitudinal study of Icelandic children. Developmental Psychology, 33, 195-205.
25. Heller, K., & Perleth, C. (2000). Kognitiver Fäigkeitstest für 4. bis 12. Klassen, Revision (KFT 4-12 + R) [Cognitive abilities test for grades 4 to 12, revision (KFT 4-12 + R)]. Göttingen, Germany: Hogrefe.
26. Hertzog, C., von Oertzen, T., Ghisletta, P., & Lindenberger, U. (2008). Evaluating the power of latent growth curve models to detect individual differences in change. Structural: Equation Modeling, 15, 541-563. doi:10.1080/10705510802338983
27. Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527.
28. Johnson, W., McGue, M., & Iacono, W. G. (2006). Genetic and environmental influences on academic achievement trajectories during adolescence. Developmental Psychology, 42, 514-532. doi:10.1037/0012-1649.42.3.514
29. Lemos, M. S. (1996). Students' and teachers' goals in the classroom. Learning and Instruction, 6, 151-172. doi:10.1016/0959-4752(95)00031-3
30. Lerner, R. M. (1993). Early adolescence: Toward an agenda for the integration of research, policy, and intervention. In R. M. Lerner (Ed.), Early adolescence: Perspectives on research, policy, and intervention (pp. 1-13).Hillsdale, NJ: Erlbaum.
31. Lohman, D. F., Ackerman, P. L., Kyllonen, P. C., & Roberts, R. D. (1999). Minding our p's and q's: On finding relationships between learning and intelligence Learning and individual differences: Process, trait, and content determinants (pp. 55-76). Washington, DC: American Psychological Association.
32. Marsh, H. W. (1990). Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82, 646-656.
33. Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133-163.
34. Marsh, H. W., & Shavelson, R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107-125.
35. Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005). Academic self-concept, interest, grades and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76, 397-416.
36. McArdle, J. J., Anderson, E., Birren, J. E., & Schaie, K. W. (1990). Latent variable growth models for research on aging. In J. E. Birren & K. W. Schaie (Eds.), Handbook of the psychology of aging (3rd ed., pp. 21-44). San Diego, CA: Academic Press.
37. McArdle, J. J., & Hamagami, F. (2001). Latent difference score structural models for linear dynamic analysis with incomplete longitudinal data. In L. Collins & A. Sayer (Eds.), New methods for the analysis of change (pp. 139-175). Washington, DC: American Psychological Association.
38. McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471-490. doi:10.1016/j.ecresq.2006.09.003
39. McDonald, R. P. (1999). Test theory: A unified treatment. Mahwah, NJ: Erlbaum.
40. Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Student's goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
41. Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60-70.
42. Miller, P. H., & Seier, W. L. (1994). Strategy utilization deficiencies in children: When, where, and why. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp. 107-156). San Diego, CA: Academic Press.
43. Murayama, K., & Elliot, A. J. (2011). Achievement motivation and memory: Achievement goals differentially influence immediate and delayed remember-know recognition memory. Personality and Social Psychology Bulletin, 37, 1339-1348.
44. Murphy, P. K., & Alexander, P. A. (2002). What counts? The predictive powers of subject-matter knowledge, strategic processing, and interest in domain-specific performance. Journal of Experimental Education, 70, 197-214. doi:10.1080/00220970209599506
45. Muthén, L. K., & Muthén, B. O. (2004). Mplus user's guide. Los Angeles: Author.
46. Neisser, U., Boodoo, G., Bouchard, T. J., Jr., Boykin, A. W., Brody, N., Ceci, S. J., et al. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51, 77-101.
47. Otis, N., Grouzet, F. M. E., & Pelletier, L. G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170-183.
48. Pekrun, R. (1993). Facets of students' academic motivation: A longitudinal expectancy-value approach. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 8, pp. 139-189). Greenwich, CT: JAI Press.
49. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315-341. doi:10.1007/s10648-006-9029-9
50. Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106.
51. Pekrun, R., vom Hofe, R., Blum, W., Frenzel, A. C., Goetz, T., & Wartha, S. (2007). Development of mathematical competencies in adolescence: The PALMA longitudinal study. In M. Prenzel (Ed.), Studies on the educational quality of schools (pp. 17-37). Münster, Germany: Waxmann.
52. Perry, R. P., Hladkyj, S., Pekrun, R., & Pelletier, S. T. (2001). Academic control and action control in the achievement of college students: A longitudinal field study. Journal of Educational Psychology, 93, 776-789.
53. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed). Columbus, OH: Merrill-Prentice Hall.
54. Pressley, M., Borkowski, J. G., & Johnson, C. J. (1987). The development of good strategy use: Imagery and related mnemonic strategies. In M. A. McDaniel & M. Pressley (Eds.), Imagery and related mnemonic processses: Theories, individual differences, and appplications (pp. 274-301). New York: Springer-Verlag.
55. Ramsden, P. (1988). Context and strategy: Situational influences on learning. In R. Schmeck (Ed.), Learning strategies and learning styles (pp. 159-184). New York: Plenum.
56. Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill, factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261-288. doi:10.1037/0033-2909.130.2.261
57. Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General & Applied, 80, 1-28.
58. Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
59. Shim, S. S., Ryan, A. M., & Anderson, C. J. (2008). Achievement goals and achievement during early adolescence: Examining time-varying predictor and outcome variables in growth-curve analysis. Journal of Educational Psychology, 100, 655-671.
60. Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school. Journal of Educational Psychology, 82, 22-32.
61. Spinath, B., Spinath, F. M., Harlaar, N., & Plomin, R. (2006). Predicting school achievement from general cognitive ability, self-perceived ability, and intrinsic value. Intelligence, 34, 363-374. doi:10.1016/j.intell.2005.11.004
62. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
63. Steenkamp, J.-B. E. M., & Baumgartner, H. (1998). Assessing measurement invariance in cross-national consumer research. Journal of Consumer Research, 25, 78-90.
64. Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19, 80-90.
65. Tang, T. L. P. (1996). Pay differentials as a function of rater's sex, money ethic, and job incumbent's sex: A test of the matthew effect. Journal of Economic Psychology, 17, 127-144.
66. Underwood, B. J., Boruch, R. F., & Malmi, R. A. (1978). Composition of episodic memory. Journal of Experimental Psychology: General, 107, 393-419.
67. Urdan, T., & Midgley, C. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13, 115-138.
68. Utman, C. H. (1997). Performance effects of motivational state: A meta-analysis. Personality and Social Psychology Review, 1, 170-182.
69. Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39, 111-133.
70. Vallacher, R. R., & Wegner, D. M. (1987). What do people think they're doing? Action identification and human behavior. Psychological Review, 94, 3-15.
71. Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement. Child Development, 76, 483-501.
72. vom Hofe, R., Kleine, M., Blum, W., & Pekrun, R. (2005). On the role of "Grundvorstellungen" for the development of mathematical literacy--First results of the longitudinal study PALMA. Mediterranean Journal for Research in Mathematics Education, 4, 67-84.
73. vom Hofe, R., Pekrun, R., Kleine, M., & Götz, T. (2002). Projekt zur Analyse der Leistungsentwicklung in Mathematik (PALMA): Konstruktion des Regensburger Mathematikleistungstests für 5.-10. Klassen [Project for the Analysis of Learning and Achievement in Mathematics (PALMA): Development of the regensburg mathematics achievement test for Grades 5 to 10]. Zeitschrift für Pädagogik, 45(Beiheft), 83-100.
74. Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
75. Woodrow, H. (1946). The ability to learn. Psychological Review, 53, 147-158.
76. Wu, M. L., Adams, R. J., Wilson, M. R., & Haldane, S. A. (2007). ACERConQuest Version 2: Generalised item response modelling software. Camberwell, England: Australian Council for Educational Research.
77. Wu, W., West, S. G., & Taylor, A. B. (2009). Evaluating model fit for growth curve models: Integration of fit indices from SEM and MLM frameworks. Psychological Methods, 14, 183-201. doi:10.1037/a0015858