Under linguistically difficult instruction, higher language ability is associated with lower expectancies of success — the opposite direction of the hypothesized moderation¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The interaction between the linguistically difficult instructional video and language abilities had a significant negative effect on expectancies of success (β = −0.29, p = .008), contrary to the hypothesis that lower-ability students would suffer most. → Lina Wirth 2026

Evidence¶

Lina Wirth 2026¶

Lina Wirth, Timo Ehmke, Jan Retelsdorf, Poldi Kuhl. (2026). Linguistic demands of instructions: Effects on students’ expectancy-value beliefs. Instructional Science. https://doi.org/10.1007/s11251-026-09799-y

q3 · i? · causal · r2

In the N = 123 path model, the difficult-video × language-abilities interaction term was significant for expectancies of success: "a significant negative effect of the interaction … (β = −0.29, SE = 0.03, z = −2.66, p =.008)". The other interaction terms were non-significant.

"we found a significant negative effect of the interaction between the lin- guistically difficult instructional video and language abilities on students’ expectancies of success (β = −0.29, SE = 0.03, z = −2.66, p =.008)"

Discussion¶

Related Claims¶

• Students’ language abilities positively predict their expectancies of success while learning from an instructional video, but not their intrinsic task value — related
• Linguistically varying an instructional video into easy, moderate, and difficult versions does not significantly affect students’ expectancies of success or intrinsic task value compared with the moderate version — related
• Expectancies of success and intrinsic task value positively predict achievement test scores, but language-related variables show no indirect effects on achievement via these beliefs — related
• No significant associations between relational goals and autonomy, nor between mastery goals and evaluation or autonomy — related
• Task complexity and desirable difficulties do not significantly affect intrinsic interest or expectancies for success — related