Academic self-concept, subjective task value, and beliefs about intelligence in dual-language and English-only elementary school students

This dissertation project examined three achievement motivation-related constructs (academic self-concept, subjective task value, and intelligence beliefs) in 248 third- and fifth-grade elementary school students. The participants, some native Spanish-speakers and some native English-speakers, were either enrolled in dual-language (Spanish/English) classrooms (n=191) or enrolled in English-only classrooms (n=57). All participants completed a one-time survey on the three focal constructs; achievement data were also collected. The inclusion of these students is important given the substantial number of students in the United States who are exposed to multiple languages in the home and classroom.; Both groups of participants in this project (dual-language and English-only) completed surveys measuring perceptions of self and feelings about academic subjects (such as enjoyment of reading); dual-language students completed additional language-specific items (enjoyment of reading in Spanish). This project examined both the factor structures of the three focal constructs and also group differences based on traditionally-measured student characteristics (grade level and gender) and less-studied characteristics (native language and instructional program type).; Results from factor analysis indicated that intelligence beliefs were best conceptualized as a global construct (one-factor) that permeated subject matter, whereas academic self-concept and subjective task value were more domain-specific (by subject matter and by language) than extant work had found Group differences emerged based on an interaction between traditionally-studied and less-studied student characteristics. The relationship between student characteristics and certain academic contexts may serve to provide particular groups of students with motivational and academic advantages.