Unification of Theoretical Models of Academic Self-Concept/Achievement Relations: Reunification of East and West German School Systems after the Fall of the Berlin Wall

Autor/inn/en	Marsh, Herbert W.; Koller, Olaf
Titel	Unification of Theoretical Models of Academic Self-Concept/Achievement Relations: Reunification of East and West German School Systems after the Fall of the Berlin Wall
Quelle	In: Contemporary Educational Psychology, 29 (2004) 3, S.264-282 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/S0361-476X(03)00034-1
Schlagwörter	Self Concept; Academic Achievement; Foreign Countries; Grade 7; Models; Mathematics Achievement; Structural Equation Models; Longitudinal Studies; Correlation; German; Educational Theories; Politics of Education; East Germany; West Germany + Suchen Sie Ihr Suchwort? Selbstkonzept; Schulleistung; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Analogiemodell; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Deutscher; Educational theory; Theory of education; Bildungstheorie; Educational policy; Bildungspolitik
Abstract	Longitudinal data (five waves) from large cohorts of 7th grade students in East Germany ("n"=2,119) and West Germany ("n"=1,928) were collected from the start of the reunification of the school systems following the fall of the Berlin Wall. Here we integrate the two major theoretical models of relations between academic self-concept and achievement. In support of the reciprocal effects model, prior self-concept and prior achievement had significant effects on subsequent self-concept and subsequent achievement. In support of the internal/external frame of reference model, math achievement had a positive effect on Math self-concept but a negative effect on German self-concept, whereas German achievement had a positive effect on German self-concept but a negative effect on Math self-concept. Consistent with the unification of these models, prior self-concept in each school subject had positive effects on achievement in the same subject, but negative effects of achievement in the other school subject. Multigroup structural equation models demonstrated that all predictions were supported for both East and West German students. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10