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

Abstract:

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...

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Publication status:
Published

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Institution:
University of Oxford
Department:
Oxford, SSD, Education
Trautwein, U More by this author
Lüdtke, O More by this author
Köller, O More by this author
Baumert, J More by this author
Journal:
Child development
Volume:
76
Issue:
2
Pages:
397-416
Publication date:
2005
DOI:
EISSN:
1467-8624
ISSN:
0009-3920
URN:
uuid:7f1df4a1-435f-49df-a693-5953ba5f6f93
Source identifiers:
103178
Local pid:
pubs:103178

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