In German, students' prior intrinsic value and attainment value positively predict their later academic self-concept¶

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 the German domain, former intrinsic value and attainment value were positively related to later academic self-concept, reversing the directional pattern seen in math and English. → 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 across five annual waves (Grades 5–9, N = 2,116 German secondary students) showed the reciprocal-direction relation in German: "former intrinsic value and attainment value were positively related to later academic self-concept."

"In German, former intrinsic value and attainment value were positively related to later academic self-concept."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

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 math and English, students' prior academic self-concept positively predicts their later intrinsic value and attainment value across secondary school — related
• The strength of relations among self-concept and value constructs remains stable in size across Grades 5 to 9 — related
• Dimensional comparison effects extend to subjective task values, with contrast effects strongest for intrinsic value and costs and lowest for utility value, often mediated by self-concept — related