Academic self-concept and academic achievement : developmental perspectives on their causal ordering
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Guay, Frédéric | - |
dc.contributor.author | Marsh, Herbert W. | - |
dc.contributor.author | Boivin, Michel | - |
dc.date.accessioned | 2017-05-09T13:24:27Z | - |
dc.date.available | 2017-05-09 | - |
dc.date.issued | 2003-03-01 | - |
dc.identifier.issn | 0022-0663 | fr |
dc.identifier.uri | http://hdl.handle.net/20.500.11794/13950 | - |
dc.description.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) | fr |
dc.publisher | American Psychological Association | fr |
dc.relation.isbasedon | 10.1037/0022-0663.95.1.124 | fr |
dc.subject | Academic self-concept | fr |
dc.subject | Academic achievement | fr |
dc.subject | Causal ordering | fr |
dc.subject | Age cohorts | fr |
dc.subject | Developmental perspectives | fr |
dc.subject | Developmental hypothesis | fr |
dc.subject | Developmental models | fr |
dc.subject | Elementary schools | fr |
dc.title | Academic self-concept and academic achievement : developmental perspectives on their causal ordering | fr |
dc.type | COAR1_1::Texte::Périodique::Revue::Contribution à un journal::Article::Article de recherche | fr |
dcterms.bibliographicCitation | Journal of Educational Psychology, Vol. 95 (1), 124–136 (2003) | fr |
dc.audience | Professeurs (Enseignement supérieur) | fr |
dc.audience | Étudiants | fr |
dc.audience | Doctorants | fr |
dc.audience | Psychologues de l'éducation | fr |
dc.identifier.doi | eng | fr |
dc.subject.rvm | Rendement scolaire | fr |
dc.subject.rvm | Succès scolaire | fr |
dc.subject.rvm | Perception de soi | fr |
dc.subject.rvm | Élèves du primaire | fr |
rioxxterms.version | Accepted Manuscript | fr |
rioxxterms.version_of_record | https://doi.org/10.1037/0022-0663.95.1.124 | fr |
bul.rights.periodeEmbargo | 0M | fr |
Collection: | Articles publiés dans des revues avec comité de lecture |
Files in this item:
Description | Size | Format | ||
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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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