Students’ language abilities positively predict their expectancies of success while learning from an instructional video, but not their intrinsic task value¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Language abilities showed a significant positive effect on expectancies of success (β = 0.27, p = .033). → Lina Wirth 2026
q3 i? Language abilities showed no significant effect on intrinsic task value (p = .104). → 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 · i2 · causal · r2
Path analysis of the randomized experiment (N = 123) with language abilities as an exogenous variable found "a significant positive effect of language abili- ties on expectancies of success (β = 0.27, SE = 0.02, z = 2.13, p =.033)"; the printed β = 0.27 magnitude supports the medium coding.
"a significant positive effect of language abili- ties on expectancies of success (β = 0.27, SE = 0.02, z = 2.13, p =.033), indicating that stu- dents with stronger language abilities reported higher expectancies"
Discussion¶
Related Claims¶
- Under linguistically difficult instruction, higher language ability is associated with lower expectancies of success — the opposite direction of the hypothesized moderation — 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
- 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
- Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
- Instruction should present the learning task as engaging and meaningful and promote positive expectations of success, because effort requires that learners value the task and believe they can succeed — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
language-abilities-positive-effect-expectancies-of-success |
title |
Students’ language abilities positively predict their expectancies of success while learning from an instructional video, but not their intrinsic task value |
description |
Students’ language abilities positively predict their expectancies of success while learning from an instructional video, but not their intrinsic task value |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lina-wirth-2026 |
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