Grades show mediated dimensional comparison effects on course choices via self-concept and value¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Grades had significant positive indirect effects on same-domain course choices and significant negative indirect effects on other-domain course choices, mediated through self-concept and value. → Jansen 2020

Evidence¶

Jansen 2020¶

Jansen, M., Becker, M., & Neumann, M. (2020). Dimensional Comparison Effects on (Gendered) Educational Choices. The Journal of Educational Psychology, 113(2), 330-350. https://nbn-resolving.org/urn:nbn:de:0111-pedocs-220459

q3 · i? · associational · r3

Bayesian estimation of indirect effects through the four self-concept and value facets, in a model matching the maximum-likelihood path pattern. The article found "significant positive indirect effects of grades on course choices within domains" and significant negative cross-domain effects, interpreted as mediated dimensional comparison effects.

"We found significant positive indirect effects of grades on course choices within domains (e.g., math grades on choosing advanced math courses) and significant negative effects across domains (e.g., math grades on choosing advanced German courses)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Achievement shows positive within-domain and negative cross-domain effects on academic self-concept and value, replicating dimensional comparison theory — related
• Dimensional comparisons predict cross-domain academic course and major choice, with negative effects of verbal-domain beliefs on math-related choices — a broader claim this one bears on
• 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
• Domain-specific academic self-concept predicts advanced course choice, whereas value predicts STEM study intentions — related