Academic self-concept and educational attainment level : a ten-year longitudinal study

Authors: Guay, FrédéricLarose, SimonBoivin, Michel
Abstract: The purpose of this study was to test children's academic self-concept, family socioeconomic status, family structure (single parent vs. two parent family) and academic achievement in elementary school as predictors of children's educational attainment level in young adulthood within a ten-year longitudinal design. Participants (254 girls, 211 boys) were three cohorts of students in Grades 3, 4, and 5 from ten elementary schools. Results from structural equation modeling revealed that academic self-concept predicted educational attainment level ten years later over and above prior achievement. Moreover, this pattern of results was invariant across cohorts. In addition, regression analyses based on a restricted sample (n = 243) indicated that the academic self-concept/educational attainment level relation was still significant while controlling for family SES, family structure (single parent vs. two parent family), and academic achievement. Discussion focuses on the theoretical and practical implications of the results.
Document Type: Article de recherche
Issue Date: 30 January 2012
Open Access Date: Restricted access
Document version: VoR
This document was published in: Self and identity, Vol. 3 (1), 53–68 (2004)
Taylor & Francis
Alternative version: 10.1080/13576500342000040
Collection:Articles publiés dans des revues avec comité de lecture

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