Academic self-concept and academic achievement : developmental perspectives on their causal ordering
Authors: | Guay, Frédéric; Marsh, Herbert W.; Boivin, Michel |
Abstract: | 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) |
Document Type: | Article de recherche |
Issue Date: | 1 March 2003 |
Open Access Date: | 9 May 2017 |
Document version: | AM |
Permalink: | http://hdl.handle.net/20.500.11794/13950 |
This document was published in: | Journal of Educational Psychology, Vol. 95 (1), 124–136 (2003) https://doi.org/10.1037/0022-0663.95.1.124 American Psychological Association |
Alternative version: | eng |
Collection: | Articles publiés dans des revues avec comité de lecture |
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FredGuay-AcademicSelf-concept.pdf | 1.34 MB | Adobe PDF | ![]() View/Open | |
Academic self-concept and academic achievement - A developmental perspective on their causal ordering..pdf | Version of Record | 546.53 kB | Adobe PDF | Request a copy |
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