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

DC FieldValueLanguage
dc.contributor.authorGuay, Frédéric-
dc.contributor.authorMarsh, Herbert W.-
dc.contributor.authorBoivin, Michel-
dc.date.accessioned2017-05-09T13:24:27Z-
dc.date.available2017-05-09-
dc.date.issued2003-03-01-
dc.identifier.issn0022-0663fr
dc.identifier.urihttp://hdl.handle.net/20.500.11794/13950-
dc.description.abstractThis 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)fr
dc.publisherAmerican Psychological Associationfr
dc.relation.isbasedon10.1037/0022-0663.95.1.124fr
dc.subjectAcademic self-conceptfr
dc.subjectAcademic achievementfr
dc.subjectCausal orderingfr
dc.subjectAge cohortsfr
dc.subjectDevelopmental perspectivesfr
dc.subjectDevelopmental hypothesisfr
dc.subjectDevelopmental modelsfr
dc.subjectElementary schoolsfr
dc.titleAcademic self-concept and academic achievement : developmental perspectives on their causal orderingfr
dc.typeCOAR1_1::Texte::Périodique::Revue::Contribution à un journal::Article::Article de recherchefr
dcterms.bibliographicCitationJournal of Educational Psychology, Vol. 95 (1), 124–136 (2003)fr
dc.audienceProfesseurs (Enseignement supérieur)fr
dc.audienceÉtudiantsfr
dc.audienceDoctorantsfr
dc.audiencePsychologues de l'éducationfr
dc.identifier.doiengfr
dc.subject.rvmRendement scolairefr
dc.subject.rvmSuccès scolairefr
dc.subject.rvmPerception de soifr
dc.subject.rvmÉlèves du primairefr
rioxxterms.versionAccepted Manuscriptfr
rioxxterms.version_of_recordhttps://doi.org/10.1037/0022-0663.95.1.124fr
bul.rights.periodeEmbargo0Mfr
Collection:Articles publiés dans des revues avec comité de lecture

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