Literaturnachweis - Detailanzeige
Autor/inn/en | Marsh, Herbert W.; Trautwein, Ulrich; Ldtke, Oliver; Kller, Olaf; Baumert, Jrgen |
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Titel | Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering |
Quelle | In: Child Development, 76 (2005) 2, S.397-416 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/j.1467-8624.2005.00853.x |
Schlagwörter | Standardized Tests; Gender Differences; Academic Achievement; Self Concept; Student Interests; Longitudinal Studies; Grade 7; Foreign Countries; Mathematics; Grades (Scholastic); Student Motivation Standadised tests; Standardisierter Test; Geschlechterkonflikt; Schulleistung; Selbstkonzept; Studieninteresse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Mathematik; Notenspiegel; Schulische Motivation |
Abstract | Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N=5,649, M age13.4; Study 2: N=2,264, M age=13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |