Self-esteem, academic self-concept, and achievement: how the learning environment moderates the dynamics of self-concept.
The authors examine the directionality of effects between global self-esteem, domain-specific academic self-concepts, and academic achievement. Special emphasis is placed on learning environments as potential moderators of the direction of these effects. According to the meritocracy principle presented here, so-called bottom-up effects (i.e., self-esteem is influenced by academic self-concept) are more pronounced in meritocratic learning environments than in ego-protective learning environments. This hypothesis was examined using a three-wave cross-lagged panel design with a large sample of 7th graders from East and West Germany, a total of 5,648 students who were tested shortly after German reunification. Reciprocal effects were found between self-esteem, academic self-concept, and academic achievement. In conformance with the meritocracy principle, support for bottom-up effects was stronger in the meritocratic learning environment.
Center for Educational Research, Max Planck Institute for Human Development, Berlin, Germany. trautwein@mpib-berlin.mpg.de
Ulrich
U
Trautwein
Oliver
O
Lüdtke
Olaf
O
Köller
Jürgen
J
Baumert
D000293:Adolescent; D002648:Child; D003431:Cross-Cultural Comparison; D003469:Culture; D004522:Educational Status; D005260:Female; D005859:Germany, East; D005860:Germany, West; D006801:Humans; D007389:Internal-External Control; D008137:Longitudinal Studies; D008297:Male; D012649:Self Concept; D012922:Social Change; D012931:Social Environment