The longitudinal interplay of mathematics self-concept of abilities, intrinsic value, cost, and performance – A random intercept cross–lagged panel model

The Situated Expectancy-Value theory suggests that students' expectancies for success, positive task values, costs and performance are interrelated, yet most empirical evidence reflects stable differences between students rather than motivational dynamics within individual students. Using a random intercept cross-lagged panel model (RI-CLPM), this study examined both between- and within-person longitudinal relations between self-concept of abilities, intrinsic value, emotional cost, and math performance across six time points among Finnish 10–12-year-olds ( N = 584). Between-person results confirmed that self-concept of abilities and intrinsic value were positively related to each other and to math performance, while emotional cost was negatively related to all three. Within-person results showed that increases in intrinsic value predicted subsequent increases in self-concept of abilities and decreases in emotional cost. Self-concept of abilities and emotional cost were reciprocally linked, where a decrease in either predicted an increase in the other at the next time point. No longitudinal cross-lagged within-person paths emerged between motivational beliefs and math performance, though within-person correlations indicated a concurrent relation between these constructs. In conclusion, intrinsic value appears as a promising intervention target among 10–12-year-olds, as interest-sparking math education may strengthen ability beliefs and buffer against negative emotions at the next time point. High emotional cost seems to harm self-concept, highlighting the importance of also addressing negative emotions related to math already from 4th Grade.