Self-concept and global value interact synergistically and positively in predicting achievement, effort, and teacher-rated engagement¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2016 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Latent interactions between self-concept and global value significantly and positively predicted all three outcomes (standardized path coefficients: achievement β = .15, effort β = .10, engagement β = .05), supporting a synergistic relation. → 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 · i? · associational · r2

LMS latent interaction SEM (Model D1 vs. C1; ΔAIC = 211, ΔBIC = 227) in the sample of 1,868 ninth-graders. The article reports the interactions as standardized path coefficients (Table 5: achievement β = .15, effort β = .10, engagement β = .05) and gives no separate d-type effect size for them; the design is correlational, so the interactions describe prediction, not cause; response-surface plots show the effect of self-concept on achievement is "weaker with low value and substantially stronger with high value".

"the interactions between self-concept and global value were consistently found to be significant and positive, thus providing support for synergistic relationships in predicting the three outcomes."

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¶

• Only the self-concept-by-low-cost interaction adds predictive power for achievement beyond the self-concept-by-global-value interaction — related
• Math self-concept is a stronger predictor of math achievement, whereas value beliefs are stronger predictors of self-reported effort — related
• Self-concept and value beliefs emerge as equally important predictors of teacher-rated behavioral engagement — related
• Different value components differentially predict outcomes: low cost for achievement, attainment value for effort, and utility value uniquely predicting none — related
• Math self-concept is more highly correlated with intrinsic value and low cost than with attainment and utility value — related
• Evidence on synergistic openness–interest effects on knowledge attainment is mixed, with supporting, compensating, and zero findings reported — related
• Adaptive task difficulty compensates low interest but not low self-concept among vocational-school students during repeated practice — related
• At large peer-teacher relatedness discrepancies, high teacher relatedness compensates for absent peer relatedness to support engagement, whereas low teacher relatedness accompanies low engagement (Study 1) — related