In math and English, students' prior academic self-concept positively predicts their later intrinsic value and attainment value across secondary school¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In math and English, former academic self-concept was positively related to later intrinsic value and attainment value in cross-lagged panel models across Grades 5 to 9. → 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

Cross-lagged panel model analyses of five annual measurement waves covering Grades 5 to 9 with German secondary school students. The article reports that "former academic self-concept was positively related to later intrinsic value and attainment value" in these two domains.

"In math and English, former academic self-concept was positively related to later intrinsic value and attainment value."

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 — a broader claim this one bears on
• In German, students' prior intrinsic value and attainment value positively predict their later academic self-concept — related
• Cross-lagged relations among self-concept and value constructs remain stable when controlling for domain-specific achievement measured by school grades — related
• The strength of relations among self-concept and value constructs remains stable in size across Grades 5 to 9 — related