Different value components differentially predict outcomes: low cost for achievement, attainment value for effort, and utility value uniquely predicting none¶

Claim · All claims
Evidence · 1 study · associational r3 · 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 After partialing out global value, math achievement was more associated with low cost whereas self-rated effort was more associated with attainment value (β = .58). → Guo 2016 q2 i? Utility value did not make a unique contribution to predicting any of the three outcomes after controlling for global value. → 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 · r3

SEM Models C2–C4 with the second-order bi-factor value structure. Attainment value predicted effort at β = .58 (.03)*** and engagement at β = .23; low cost predicted achievement (β = .26 in Model C2, which included the global value factor, and β = .09 in Model C3, which excluded it); the text reports "utility value did not make a unique contribution in predicting the three outcomes".

"Math achievement was more associated with low cost, whereas self-rated effort was more associated with attainment value. Intrinsic value, attainment value, and low cost had uniquely predictive power on teacher-reported engagement. However, utility value did not make a unique contribution in predicting the three outcomes."

Discussion¶

Learner Variables¶

• 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 — a broader claim this one bears on
• Math self-concept is more highly correlated with intrinsic value and low cost than with attainment and utility value — related
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — related
• Self-concept and global value interact synergistically and positively in predicting achievement, effort, and teacher-rated engagement — related
• Self-concept and value beliefs emerge as equally important predictors of teacher-rated behavioral engagement — related
• Students perceiving high task value exert greater effort and achieve more than students perceiving low value — related