Dimensional comparisons predict cross-domain academic course and major choice, with negative effects of verbal-domain beliefs on math-related choices¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Several studies found negative cross-domain effects of self-concepts, task values, and expectancy beliefs on course and major choice, indicating dimensional comparisons in academic choices. → Jens Möller 2024 q2 i? Findings are not fully consistent: some studies did not find cross-domain effects of grades on career plans. → Jens Möller 2024 (2)

Evidence¶

Jens Möller 2024¶

Jens Möller. (2024). Ten Years of Dimensional Comparison Theory: On the Development of a Theory from Educational Psychology. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09918-6

q2 · i? · review · r2

The review reports multiple studies on choice: Nagy et al. (2008) found English interest decreased likelihood of taking advanced math courses in German students; Umarji et al. (2018) found English self-concept negatively associated with math-related majors; Wan et al. (2023) found English and biology task values negatively related to math intensiveness of majors.

"Von Keyserlingk et al. (2021) also showed negative cross-domain effects of self-concepts on university major choice (i.e., German self-concepts negatively predicted math course choice)."

Jens Möller 2024 (2)¶

Jens Möller. (2024). Ten Years of Dimensional Comparison Theory: On the Development of a Theory from Educational Psychology. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09918-6

q2 · i? · review · r2

The review notes null findings alongside positive ones: Nagy et al. (2008) did not replicate the English-interest finding in American students, and Lazarides and Lauerman (2019) found no cross-domain grade effects on career plans.

"However, Lazarides and Lauerman (2019) did not find cross-domain effects of grades on career plans in math and language-related fields."

Discussion¶

Learner Variables¶

• Academic Self-Concept — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Dimensional comparison effects extend to subjective task values, with contrast effects strongest for intrinsic value and costs and lowest for utility value, often mediated by self-concept — related
• Dimensional comparisons: achievement–self-concept paths are positive in similar subjects but negative in dissimilar subjects — a broader claim this one bears on
• Meta-analytic path analyses show math and verbal achievements correlate highly positively while the corresponding self-concepts correlate near zero, with significant negative cross-domain paths — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Grades show mediated dimensional comparison effects on course choices via self-concept and value — a narrower finding that bears on this claim
• Domain-specific academic self-concept predicts advanced course choice, whereas value predicts STEM study intentions — a narrower finding that bears on this claim