Self-concept and value beliefs emerge as equally important predictors of teacher-rated behavioral engagement¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i2 medium
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i2 Both self-concept (β = .29 in Model C2) and the value components intrinsic value, attainment value, and low cost uniquely predicted teacher-rated engagement. → Guo 2016

Evidence¶

Guo 2016¶

Guo, J., Nagengast, B., Marsh, H. W., Kelava, A., Gaspard, H., Brandt, H., Cambria, J., Flunger, B., Dicke, A.-L., Häfner, I., Brisson, B., & Trautwein, U. (2016). Probing the Unique Contributions of Self-Concept, Task Values, and Their Interactions Using Multiple Value Facets and Multiple Academic Outcomes. AERA Open. https://doi.org/10.1177/2332858415626884

q2 · i2 · associational · r2

SEM models predicting the two-item teacher-rated engagement scale in 1,868 ninth-graders. In Model C2, self-concept β = .29, intrinsic value β = .22, attainment value β = .23, low cost β = .22; correlations of teacher-rated engagement with motivational beliefs were smaller (r = .16 to .32).

"Intrinsic value, attainment value, and low cost had uniquely predictive power on teacher-reported engagement."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
• Math self-concept is a stronger predictor of math achievement, whereas value beliefs are stronger predictors of self-reported effort — related
• Math self-concept is more highly correlated with intrinsic value and low cost than with attainment and utility value — related
• Self-concept and global value interact synergistically and positively in predicting achievement, effort, and teacher-rated engagement — related
• Different value components differentially predict outcomes: low cost for achievement, attainment value for effort, and utility value uniquely predicting none — related
• Academic self-concept relates most strongly to achievement, with achievement goals, achievement motivation, autonomous motivation, and effort beliefs each adding unique variance — related