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Marsh, Herbert W.; Trautwein, Ulrich; Lüdtke, Oliver; Köller, Olaf; Baumert, Jürgen
Child development, March 2005, Letnik: 76, Številka: 2Journal 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.
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JCR | SNIP | JCR | SNIP | JCR | SNIP | JCR | SNIP |
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in: SICRIS
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