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

• Fréderic Guay ^[2] ; Herbert W. Marsh ^[1] ; Michel Boivin ^[2]
  1. [1] Australian Catholic University

     Australian Catholic University

     Australia

     
  2. [2] Université Laval
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 1, 2003, págs. 124-136
• Idioma: inglés
• DOI: 10.1037/0022-0663.95.1.124
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• Dialnet Métricas: 28 Citas
• Resumen

  • 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. (PsycINFO Database Record (c) 2016 APA, all rights reserved)