Domain knowledge predicts science achievement directly and indirectly via self-concept at all three grade levels¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Knowledge has a direct positive effect on achievement and an indirect effect via self-concept at each grade level. → Mason 2012

Evidence¶

Mason 2012¶

Mason, L., Boscolo, P., Tornatora, M. C., & Ronconi, L. (2012). Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science. Instructional Science. https://doi.org/10.1007/s11251-012-9210-0

q3 · i? · associational · r2

SEM path analysis of fifth-grade data (n = 213) showed knowledge directly predicted achievement (β = 0.38) and indirectly via self-concept (β = 0.14). At eighth grade, indirect effects also emerged via self-efficacy (β = 0.12). At eleventh grade, direct effect was β = 0.16 and indirect via self-concept β = 0.13.

"Knowledge had a direct positive effect on achievement (b = 0.38, t = 6.79), as well as an indirect effect via self-concept (b = 0.14, t = 3.04)."

Discussion¶

Related Claims¶

• Epistemic beliefs about the development of scientific knowledge directly predict domain knowledge in science across grades 5, 8, and 11
• Performance-avoidance goals negatively predict both self-concept and self-efficacy across all three grade levels
• The integrated model explains substantially less variance in science achievement at eleventh grade (17%) compared to fifth (41%) and eighth (38%) grades — related
• Dimensional comparisons: achievement–self-concept paths are positive in similar subjects but negative in dissimilar subjects — related