Changes of Learning and Achievement Motivation during first instruction in a supplementary subject

The development of domain specific achievement motivation during first instruction in the subjects of Physics, French, and Latin as a supplementary subject were examined. Based on an expectancies-value-theory of motivation students' domain-specific ability self-concept, expectancies for success, and subjective values (attainment, intrinsic, utility) from 365 students were measured three times: before the first instruction in a new subject, 3 - 5 weeks after it, and after the first feedback to students' achievements in a test. The data were analysed using Neighbor-Change-Models. The results indicated that before first instruction the domain-specific ability self-concept and the expectancies for success of Physics or French / Latin respectively were associated with students' achievement in Maths respective in English (as a first foreign language). During first instruction students' ability self-concept and expectancies for success changed positively. Finally, students' first grade in Physics or French / Latin respectively was associated with a decline of students' ability self-concept, expectancies for success, and attainment value.