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Academic self-concept and academic achievement: Developmental perspectives on their causal ordering

Abstract:

This study tests theoretical and developmental models of the causal ordering between academic self-concept and academic achievement in a multicohort-multioccasion design (i.e., 3 age cohorts, each with 3 measurement waves). Participants were students in Grades 2, 3, and 4 from 10 elementary schools. The structural equation model for the total sample supported a reciprocal-effects model, indicating that achievement has an effect on self-concept (skill-development model) and that academic self-...

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Publisher copy:
10.1037//0022-0663.95.1.124

Authors


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Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
Journal:
Journal of Educational Psychology More from this journal
Volume:
95
Issue:
1
Pages:
124-136
Publication date:
2003-03-01
DOI:
ISSN:
0022-0663
Language:
English
Pubs id:
pubs:103435
UUID:
uuid:0b1f682f-2be4-4955-bda1-46a2afd4240d
Local pid:
pubs:103435
Source identifiers:
103435
Deposit date:
2012-12-19

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