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An integrated model of academic self-concept development: academic self-concept, grades, test scores, and tracking over 6 years
Marsh, Herbert W. Pekrun, Reinhard Murayama, Kou Arens, A. Katrin Parker, Philip D. Guo, Jiesi Dicke, Theresa
Marsh, Herbert W.
Pekrun, Reinhard
Murayama, Kou
Arens, A. Katrin
Parker, Philip D.
Guo, Jiesi
Dicke, Theresa
Abstract
Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections.
Keywords
Big-fish-little-pond effects, developmental equilibrium, frame of reference effects, math self-concept, reciprocal effects
Date
2018
Type
Journal article
Journal
Developmental Psychology
Book
Volume
54
Issue
2
Page Range
263-280
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Controlled
Open
Open