Academic Self-Perceptions and Academic Achievement in Chinese Children: A Multiwave Longitudinal Study

• Fu, Rui ^[1] ; Lee, Jinsol ^[2] ; Chen, Xinyin ^[2] ; Wang, Li ^[3]
  1. [1] Children's Hospital of Philadelphia

     Children's Hospital of Philadelphia

     City of Philadelphia, Estados Unidos

     
  2. [2] University of Pennsylvania

     University of Pennsylvania

     City of Philadelphia, Estados Unidos

     
  3. [3] Peking University

     Peking University

     China

     

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• Localización: Child development, ISSN 0009-3920, Vol. 91, Nº. 5, 2020, págs. 1718-1732
• Idioma: inglés
• DOI: 10.1111/cdev.13360
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen

  • This study examined reciprocal contributions between academic self-perceptions and academic achievement. Data were collected each year in four consecutive years from a sample of children in China (initial N = 1,156; 581 boys; initial Mage = 9.33 years). Analyses using random intercept cross-lagged panel models revealed that the effects of academic achievement on self-perceptions tended to be more evident in lower grades and the effects of academic self-perceptions on achievement tended to be more evident in higher grades. Latent growth curve analyses showed that the initial level of academic self-perceptions and achievement moderated the growth of each other. The results indicate the contributions between academic self-perceptions and achievement that occur in a progressive cascading manner in Chinese children.