Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering

Autor/inn/en	Marsh, Herbert W.; Trautwein, Ulrich; Ldtke, Oliver; Kller, Olaf; Baumert, Jrgen
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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