Math self-concept is a stronger predictor of math achievement, whereas value beliefs are stronger predictors of self-reported effort¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 Self-concept substantially predicted achievement (β = .53 without controlling for value beliefs), while value beliefs were more predictive of self-rated effort. → 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 · i3 · associational · r2

Latent SEM analysis (Models C1–C4) of 1,868 German ninth-graders using the second-order bi-factor value structure. Self-concept predicted achievement at β = .53 and effort at β = .32 in Model C1; the summary states "self-concept was more predictive of achievement, whereas value beliefs were more predictive of self-rated effort".

"self-concept was more predictive of achievement, whereas value beliefs were more predictive of self-rated effort. However, self-concept and value beliefs had similar predictive effects on teacher-rated 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¶

• Self-concept and value beliefs emerge as equally important predictors of teacher-rated behavioral engagement — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
• Different value components differentially predict outcomes: low cost for achievement, attainment value for effort, and utility value uniquely predicting none — a narrower finding that bears on this claim
• Self-concept and global value interact synergistically and positively in predicting achievement, effort, and teacher-rated engagement — related
• Task value predicted cognitive and regulatory strategy use but not classroom grades, whereas self-efficacy predicted grades in all three subjects — related
• Receiver characteristics such as academic self-concept, self-efficacy, and achievement are proposed to moderate learners' engagement with feedback, but the achievement relation is conflicting — related
• Academic self-concept relates most strongly to achievement, with achievement goals, achievement motivation, autonomous motivation, and effort beliefs each adding unique variance — related