Early Adolescents' Development of Academic Self-Concept and Intrinsic Task Value: The Role of Contextual Feedback

In this study, we investigate the extent to which achievement-related feedback in two academic domains (mathematics and language) originating from two contexts (school and family) predicts early adolescents' domain-specific academic self-concept and intrinsic task values in Germany (N=1,190, age range 10-13) and the United States (N=1,953, age range 10-14). We examined the mediating role of both parents' competence perceptions and the early adolescents' academic self-concepts linking grades and intrinsic value. Within- and cross-domain effects were tested at each stage of the mediation. As predicted, in both countries the associations of grades with the academic self-concepts are mediated by the parents' competence perceptions. The association of academic feedback with intrinsic task value is mediated through the students' academic self-concepts.