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

Journal article

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-concept has an effect on achievement (self-enhancement model). This pattern was replicated in tests of invariance across the 3 age cohorts and did not support the developmental hypothesis that skill-development and self-enhancement models would vary with age. Discussion centers on the theoretical, methodological, and practical implications of the results.

Authors: Guay, F; Marsh, H; Boivin, M

• Journal: Journal of Educational Psychology
• Volume: 95
• Issue: 1
• Pages: 124-136
• Publication date: 2003-03-01
• DOI: 10.1037//0022-0663.95.1.124
• ISSN: 0022-0663
• Language: English