Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering.
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 age = 13.4; 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.
Marsh
Herbert W
HW
SELF Research Centre, University of Western Sydney, NSW, Australia. h.marsh@uws.edu.au
Trautwein
Ulrich
U
Lüdtke
Oliver
O
Köller
Olaf
O
Baumert
Jürgen
J
D000124:Achievement; D000293:Adolescent; D004521:Educational Measurement; D005163:Factor Analysis, Statistical; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D008297:Male; D008433:Mathematics; D009042:Motivation; D012649:Self Concept; D013240:Stereotyping