Original scientific paper
https://doi.org/10.15516/cje.v23i0.4347
Changes to Pupils’ Competence Beliefs in Visual Arts in Lower Secondary Education: A Longitudinal Perspective
Zrinka Ristić Dedić
orcid.org/0000-0002-7520-2139
; Institute for Social Research in Zagreb Frankopanska 22, 10 000 Zagreb, Croatia
Boris Jokić
orcid.org/0000-0001-6640-9755
; Institute for Social Research in Zagreb Frankopanska 22, 10 000 Zagreb, Croatia
Abstract
The present study examined the changes to pupils’ competence beliefs in the subject
Visual Arts over three years of lower secondary education in a sample of 752
elementary school pupils in Zagreb, the capital of Croatia. Using a single item
‘How good are you in Visual arts?’, pupils’ competence beliefs were measured three
times, at the end of school year in the 5th, 6th and 7th grades. Unconditional latent
growth curve modelling (LGCM) revealed high initial values of competence beliefs
and a significant but moderate decline over time. Inter-individual variability was
observed for both intercept and slope. Growth trajectories of pupils’ competence
beliefs for girls and boys suggest common developmental trends for both groups, but
indicate somewhat lower initial values and greater variability of intercept for boys.
Conditional LGCM revealed significant effects of pupils’ final subject grades in the
5th grade on both intercept and slope, indicating that pupils who had higher final
grades in Visual Arts also had higher initial competence beliefs and that these beliefs
changed less over time. The effect of the subjective value of Visual Arts (utility value,
intrinsic value, difficulty) on competence beliefs was found only for intercept. These
predictors did not have effects on the rate of decline in competence beliefs over time.
Keywords
pupils’ competence beliefs; Visual Arts; subjective task value; longitudinal study; lower secondary education
Hrčak ID:
272153
URI
Publication date:
28.12.2021.
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