Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering.

Journal article

Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N = 5,649, M age = 13.4; Study 2: N = 2,264, M age = 13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature.

Authors: Marsh, H; Trautwein, U; Lüdtke, O; Köller, O; Baumert, J

• Publication status: Published
• Journal: Child development
• Volume: 76
• Issue: 2
• Pages: 397-416
• Publication date: 2005-01-01
• DOI: 10.1111/j.1467-8624.2005.00853.x
• EISSN: 1467-8624
• ISSN: 0009-3920
• Language: English
• Keywords: Female; Humans; Adolescent; Achievement; Stereotyping; Follow-Up Studies; Mathematics; Male; Self Concept; Factor Analysis, Statistical; Motivation; Educational Measurement