Domain-specific academic self-concept predicts advanced course choice, whereas value predicts STEM study intentions¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q3
Currency · newest study 2020 · 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? In both mathematics and German, self-concept was a significant predictor of advanced course choice, with no incremental effects of value or the self-concept × value interaction. → Jansen 2020 q3 i? STEM study intentions were best predicted by value, with no incremental direct effects of academic self-concept or their interaction. → Jansen 2020 (2)

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

SEM path model (probit link) predicting dichotomous advanced mathematics and German course choices in the longitudinal model. The article reports that "self-concept was a significant predictor of course choice" in both domains, while value and the latent self-concept × value interaction added no incremental effects.

"In both domains, self-concept was a significant predictor of course choice, but there were no incremental effects of value and the interaction between self-concept and value (H2.a and H2.b partially confirmed)."

Jansen 2020 (2)¶

q3 · i? · associational · r2

SEM path model (probit link) predicting dichotomous STEM study intentions reported in Grade 12. The article states that "STEM study intentions were best predicted by value", with no incremental direct effects of academic self-concept or the self-concept × value interaction.

"Contrary to course choices, STEM study intentions were best predicted by value with no incremental direct effects of academic self-concept or their interaction (H2.c partially confirmed)."

Discussion¶

Learner Variables¶

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

Differences in self-concept and value partly, but not fully, explain gender differences in STEM study intentions — related
Grades show mediated dimensional comparison effects on course choices via self-concept and value — related
A one-SD increase in mathematics self-concept raises predicted probability of advanced mathematics course choice by 16%; higher German self-concept lowers it — a narrower finding that bears on this claim
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
Valuing mathematics raises predicted STEM-study-intention probability by 18% per SD; valuing German shows a significant negative total effect — related

Page metadata

Field	Value
`type`	`claim`
`id`	`self-concept-course-choice-value-stem-intentions`
`title`	`Domain-specific academic self-concept predicts advanced course choice, whereas value predicts STEM study intentions`
`description`	`Domain-specific academic self-concept predicts advanced course choice, whereas value predicts STEM study intentions`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2020`
`generated`	by `process:wiki-ingest` on `2026-10-24`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `jansen-2020`, `jansen-2020-2`

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