Social and dimensional comparisons of achievement in multifaceted task value formation among adolescents

Students routinely compare their achievement across different subjects (dimensional comparison) and against that of their peers (social comparison). Yet, it is unclear how these comparison processes influence their task values (intrinsic, attainment, utility, cost) and the observed gender differences in these values. Utilizing structural equation models, we tested the associations between Grade 7 achievement (in Finnish and math) and Grade 8 task values among 1325 Finnish students ( M age at Grade 7 = 12.8 years, 52 % girls). We observed positive social comparison (within-domain) effects on all value facets, and partial negative dimensional comparison (cross-domain) effects: higher Finnish achievement was associated with lower intrinsic value and higher cost in math. Despite outperforming boys in Finnish and math, girls reported lower intrinsic value and higher cost in math – effects not explained by achievement comparisons. These results imply that task values development may rely on comparisons of other factors beyond individual achievement. • Social and dimensional comparisons of achievement shape students' task values. • Higher achievement was positively associated with same-domain task values. • Higher language achievement was related to lower math intrinsic value. • Higher language achievement also related to higher math cost. • Gendered task values develop only partially through social comparison.