The relative importance of academic self-concepts depends on explicit social and cultural supports for their valuation¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The article expects the relative importance of academic self-concepts to be dependent on explicit social and cultural supports for their valuation, unlike universal self-knowledge domains. → Geary 2022

Evidence¶

Geary 2022¶

Geary, D., Xu, K.M. (2022). Evolution of Self-Awareness and the Cultural Emergence of Academic and Non-academic Self-Concepts. Educ Psychol Rev. https://doi.org/10.1007/s10648-022-09669-2

q1 · i? · theoretical · r2

Theoretical expectation stated in the abstract. The authors assert that academic self-concepts' importance is "dependent on explicit social and cultural supports for their valuation", contrasting them with universal self-knowledge domains; no data are reported for this claim.

"the relative importance of academic self-concepts are expected to be dependent on explicit social and cultural supports for their valuation."

Discussion¶

Learner Variables¶

• Social Supports — moderator: an instructional effect differs with it

Related Claims¶

• Social and physical self-concepts (e.g., relative physical abilities) appear universal and central to overall self-concept, unlike academic self-concepts — possibly the same claim (merge candidate)
• Development of biologically secondary abilities promotes the emergence of academic self-concepts supported by evolved self-awareness systems — related
• Mainstream motivation theories have extended toward identity and culture but keep explanatory constructs within individuals — a broader claim this one bears on