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• Relations between grades, self-concepts, and values in six subjects were examined. • Self-concepts fully mediate the relation between grades and values. • Grades impact self-concept through assimilation and contrast effects. • Subsequently, self-concepts affect values in the same subject. Within the framework of a generalized internal/external frame of reference model, influences of social and dimensional comparisons of academic achievement on the formation of subject-specific values (or related constructs) are empirically well documented for secondary school students. Furthermore, a wide range of theories also hypothesize an effect of subject-specific self-concepts on values. Accordingly, prior studies suggested a mediating effect of self-concepts on the achievement–value relationship. However, these studies have been limited to two school subjects or exclusively math and science subjects. Based on data from N = 1,339 ninth- through twelfth-grade students, we extended prior research by relating students' grades in mathematics, physics, social studies, German, English, and the second foreign language to value scores in these subjects; subject-specific self-concepts were included as mediators. Our results support the hypothesis of a full mediation of the relationship between grades and values through self-concepts. Additional analyses showed a comparable fit between a mediation model with direct paths from grades to values and a mediation model without these direct paths. We discuss which subject-specific self-concepts are the most important mediators for the achievement–value relationship and the importance of self-concepts for forming values above grades. [ABSTRACT FROM AUTHOR]

In the present study, we investigated how students’ expectancies and values can be predicted by their achievements in multiple domains. Our major aim was to extend previous findings on dimensional comparison processes for expectancies to task values while systematically comparing multiple value facets defined in expectancy-value theory. We assessed the expectancies, values, and achievements of N  = 857 students in Grades 5–12 from two German academic track schools in five academic domains. The results for students’ expectancies largely supported the predictions that were derived from dimensional comparison theory: We found strong evidence for negative cross-domain paths between achievements and expectancies in “far” domains such as math and languages, indicating contrast effects. There were also some positive cross-domain paths between achievements and expectancies in “near” domains such as math and physics, indicating assimilation effects. We also found similar patterns of cross-domain paths for students’ values. However, the results varied substantially across the nine value facets under investigation. We found the strongest evidence for dimensional comparison processes for the value facets most closely related to expectancy (e.g., intrinsic value and cost facets), whereas we found only a little evidence for dimensional comparison processes for the facets of utility value. [ABSTRACT FROM AUTHOR]

Recent studies have analyzed social and dimensional comparisons simultaneously in order to consider their impact on students' academic self-concept (e.g., Chiu, 2012 ). Thereby, social comparisons refer to comparisons with the achievement level of students' classmates, whereas dimensional comparisons comprise comparisons between students' individual achievements across different domains. This paper analyzes whether both achievement comparisons influence students' subject-interest in mathematics and English (as a first foreign language). The analyses are based on N = 1390 German fifth and sixth grade students who participated in the BiKS-8-14 longitudinal study. Using multi-level analyses, results indicate that students' competences influence their mathematical and English subject-interests, demonstrating the typical pattern of social and dimensional comparisons. Further, analyses reveal mediation effects by subject-specific grades and self-concepts. These findings also apply for the development of students' subject-interest from grade 5 to grade 6. Results are discussed with respect to their implications concerning theories of achievement comparisons and interest development. [ABSTRACT FROM AUTHOR]

Abstract: Objectives: The Internal/External Frame of Reference Model (I/E model; e.g., Marsh, 1986) posits that verbal achievement (Ach) produces a lower mathematics self-concept (SC) and that, conversely, mathematics Ach fosters a lower verbal SC after controlling for prior Ach in each domain. The present study extended this model by adding another school subject that has not been previously investigated, namely physical education (PE). The central goal was to verify whether Ach in PE positively or negatively predicts academic SC in the mathematics and verbal domains. Design: Prospective study over one school year. Methods: Participants were 451 French high school students (mean age = 13.5). Ach scores in mathematics, French and PE were gathered at the beginning of the school year. At the end of this one, students completed a questionnaire to assess their SC in the three school subjects. Results: Structural Equation Modelling results revealed, according to the I/E model, negative paths between mathematics Ach and verbal SC, and between verbal Ach and mathematics SC. Results also revealed singular relationship patterns between the two traditional school subjects and PE. A positive path between PE Ach and mathematics SC was observed whereas the path with the verbal SC was non-significant. Conclusion: PE could have benefits to increase SC in other school subject such as mathematics. Broader implications of results for the I/E model are discussed. [Copyright &y& Elsevier]