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

Auteur(s): Guay, Frédéric; Marsh, Herbert W.; Boivin, Michel
Résumé: 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)
Type de document: Article de recherche
Date de publication: 1 mars 2003
Date de la mise en libre accès: 9 mai 2017
Version du document: AM
Lien permanent: http://hdl.handle.net/20.500.11794/13950
Ce document a été publié dans: Journal of Educational Psychology, Vol. 95 (1), 124–136 (2003)
https://doi.org/10.1037/0022-0663.95.1.124
American Psychological Association
Autre version disponible: eng
Collection :Articles publiés dans des revues avec comité de lecture

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