Cross-lagged relations among self-concept and value constructs remain stable when controlling for domain-specific achievement measured by school grades¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2019 · 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 i? The pattern of all cross-lagged relations remained stable in models controlling for students' domain-specific school grades in the respective 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 · r2
Robustness analysis of the cross-lagged panel models including domain-specific achievement as measured by school grades. The article reports "the pattern of all relations remained stable when controlling" for grades in the respective domains.
"the pattern of all relations remained stable when controlling for students' domain-specific achievement measured by school grades in the respective domains."
Discussion¶
Learner Variables¶
- Academic Self-Concept — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Cross-lagged relations among value constructs vary by academic domain, indicating domain specificity of motivational temporal relations — related
- The strength of relations among self-concept and value constructs remains stable in size across Grades 5 to 9 — related
- Prior longitudinal SEM studies of self-concept versus achievement causality show heterogeneous causal predominance, varying with design, self-concept operationalization, domain, and achievement measure — a broader claim this one bears on
- In math and English, students' prior academic self-concept positively predicts their later intrinsic value and attainment value across secondary school — related
- Growth mindset prior to training predicted post-training math skills in the training group but not in controls — related
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