Math self-concept, grades, and achievement test scores : Long-term reciprocal effects across five waves and three achievement tracks
Journal article
Arens, A. Katrin, Marsh, Herbert W., Pekrun, Reinhard, Lichtenfeld, Stephanie, Murayama, Kou and vom Hofe, Rudolf. (2017). Math self-concept, grades, and achievement test scores : Long-term reciprocal effects across five waves and three achievement tracks. Journal of Educational Psychology. 109(5), pp. 621-634. https://doi.org/10.1037/edu0000163
Authors | Arens, A. Katrin, Marsh, Herbert W., Pekrun, Reinhard, Lichtenfeld, Stephanie, Murayama, Kou and vom Hofe, Rudolf |
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Abstract | This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from achievement to self-concept, (2) the generalizability of reciprocal relations when using school grades and standardized achievement test scores as achievement indicators, and (3) the invariance of findings across secondary school achievement tracks. Math self-concept, school grades in math, and math achievement test scores were measured once each school year with a representative sample of 3,425 German students. Students’ gender, IQ, and socioeconomic status (SES) were controlled in all analyses. The findings supported the assumption of developmental equilibrium for reciprocal effects between self-concept and achievement across time. The pattern of results was found to be invariant across students attending different achievement tracks and could be replicated when using school grades and achievement test scores in separate and in combined models. The findings of this study thus underscore the generalizability and robustness of the REM. |
Keywords | math self-concept; math achievement; reciprocal effects; school tracks |
Year | 2017 |
Journal | Journal of Educational Psychology |
Journal citation | 109 (5), pp. 621-634 |
Publisher | American Psychological Association Inc. |
ISSN | 0022-0663 |
Digital Object Identifier (DOI) | https://doi.org/10.1037/edu0000163 |
Scopus EID | 2-s2.0-85001122928 |
Open access | Published as green open access |
Page range | 621-634 |
Funder | Australian Research Council (ARC) |
Research Group | Institute for Positive Psychology and Education |
Author's accepted manuscript | File Access Level Mediated |
Publisher's version | License All rights reserved File Access Level Controlled |
ARC Funded Research | This output has been funded, wholly or partially, under the Australian Research Council Act 2001 |
Grant ID | ARC/DP130102713 |
Place of publication | United States of America |
Editors | S. Graham |
https://acuresearchbank.acu.edu.au/item/8qxwy/math-self-concept-grades-and-achievement-test-scores-long-term-reciprocal-effects-across-five-waves-and-three-achievement-tracks
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