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.

在广义的内部/外部参考模型框架内，中学生的学术成就的社会和维度比较对特定学科价值观（或相关结构）形成的影响得到了充分的实证记录。此外，多种理论还假设特定主体的自我概念对价值观的影响。因此，先前的研究表明自我概念对成就-价值关系有中介作用。然而，这些研究仅限于两个学校科目或仅限于数学和科学科目。基于N的数据 = 1,339 名九年级至十二年级的学生，我们通过将学生在数学、物理、社会研究、德语、英语和第二外语方面的成绩与这些科目的分数相关联来扩展之前的研究；特定主题的自我概念被纳入作为中介。我们的结果支持了通过自我概念充分调节成绩和价值观之间关系的假设。其他分析显示，具有从成绩到价值的直接路径的中介模型与没有这些直接路径的中介模型之间具有相当的拟合度。我们讨论了哪些特定学科的自我概念是成就-价值关系中最重要的中介因素，以及自我概念对于形成高于年级的价值观的重要性。