Cross-lagged relations among value constructs vary by academic domain, indicating domain specificity of motivational temporal relations¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: baselines and conditions change

Subclaims¶

q3 i? The cross-lagged relations among intrinsic value and attainment value differed across the math, German, and English domains. → Arens 2019

Evidence¶

Arens 2019¶

Arens, A. Katrin; Schmidt, Isabelle; Preckel, Franzis. (2019). Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains. The Journal of educational psychology 111 (2019) 4, S. 663-684. https://doi.org/10.1037/edu0000313

q3 · i? · associational · r?

Based on cross-lagged panel models in three domains across five waves, the article reports that relations "varied according to the domain, hinting at the domain specificity of findings."

"The cross-lagged relations among value constructs varied according to the domain, hinting at the domain specificity of findings."

Discussion¶

Related Claims¶

• In math and English, students' prior academic self-concept positively predicts their later intrinsic value and attainment value across secondary school — a narrower finding that bears on this claim
• In German, students' prior intrinsic value and attainment value positively predict their later academic self-concept — a narrower finding that bears on this claim
• The strength of relations among self-concept and value constructs remains stable in size across Grades 5 to 9 — related
• Cross-lagged relations among self-concept and value constructs remain stable when controlling for domain-specific achievement measured by school grades — related
• Expectancy-value theory research previously neglected value-facet differentiation, long time spans with multiple waves, and domain-specific patterns — related