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Trajectories of academic self-concept during the elementary school years : A growth mixture analysis
Guay, Frédéric Morin, Alexandre J. S. Ahn, Jiseul S. Bradet, Richard Marsh, Herbert W. Boivin, Michel
Guay, Frédéric
Morin, Alexandre J. S.
Ahn, Jiseul S.
Bradet, Richard
Marsh, Herbert W.
Boivin, Michel
Abstract
In this study, we seek to identify different profiles of children following distinct developmental trajectories of academic self-concept. Moreover, we look at their developmental outcomes regarding school achievement and educational attainment. This study relied on an accelerated longitudinal design that followed three cohorts of elementary school children (445, 479 and 356 students respectively in Grade 2, 3, and 4) during three consecutive school years (49.5 % girls). Results from growth mixture analyses revealed four distinct trajectory profiles: Low Stable (28.71 %), Moderate Decreasing (40.4 %), High Decreasing (10.71 %), and High Increasing (20.18 %). Compared to children with other profiles, children with a Low Stable profile displayed lower levels of academic achievement over the elementary school years, as well as lower educational attainment 9 years later, whereas children with one of the High profiles displayed the most desirable levels of achievement and attainment irrespective of their Increasing or Decreasing trajectories.
Keywords
academic self-concept, achievement, school performance, educational attainment, trajectories, growth mixture, person-centered
Date
2022
Type
Journal article
Journal
Learning and Individual Differences
Book
Volume
98
Issue
Page Range
1-11
Article Number
Article 102196
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
License
All rights reserved
File Access
Controlled