In this study we examined interindividual differences in intraindividual development of reading self-concept, intrinsic value, and importance value between grade 5 and grade 9 from a situated expectancy-value theory perspective. Growth mixture modelling with data from 1507 (49% girls) secondary school students from Germany indicated four developmental trajectories. We labelled these trajectories: Increasing Values (n = 83, 6%); Declining Importance Value (n = 251, 17%); Declining Values (n = 444, 29%); and Declining Self-Concept and Values (n = 729, 48%). The likelihood of following the Increasing Values or the Declining Values trajectory was lower for girls than boys. Furthermore, students following the Declining Self-Concept and Values trajectory had higher SES than students following the other three trajectories. Students following the Declining Self-Concept and Values trajectory had the highest reading comprehension in grade 5, although this advantage declined by grade 9. Our findings suggest that students may benefit from interventions that support intrinsic value, particularly at the start of secondary school.

在这项研究中，我们从情境期望值理论的角度考察了五年级和九年级之间阅读自我概念、内在价值和重要性值的个体差异。使用来自德国 1507 名（49% 女孩）中学生的数据进行的增长混合模型表明了四种发展轨迹。我们将这些轨迹标记为：增加价值（n  = 83, 6%）；重要性值下降( n  = 251, 17%)；数值下降（n  = 444, 29%）；自我概念和价值观下降（n =  729, 48%）。女孩遵循价值增加或价值下降轨迹的可能性低于男孩。此外，遵循自我概念和价值观下降轨迹的学生比遵循其他三个轨迹的学生具有更高的社会经济地位。遵循自我概念和价值观下降轨迹的学生在 5 年级时的阅读理解能力最高，尽管这种优势到 9 年级时有所下降。我们的研究结果表明，学生可能会从支持内在价值的干预措施中受益，特别是在中学开始时。