title: Academic motivation, self-concept, engagement, and performance in high school: key processes from a longitudinal perspective.
abstract: The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention.
authors.affiliation: Faculty of Education and Social Work, A35 Education Building, University of Sydney, NSW 2006, Australia.
authors.forename: Jasmine
authors.initials: J
authors.lastname: Green
authors.forename: Gregory Arief D
authors.initials: GA
authors.lastname: Liem
authors.forename: Andrew J
authors.initials: AJ
authors.lastname: Martin
authors.forename: Susan
authors.initials: S
authors.lastname: Colmar
authors.forename: Herbert W
authors.initials: HW
authors.lastname: Marsh
authors.forename: Dennis
authors.initials: D
authors.lastname: McInerney
mesh_terms: D000041:Absenteeism; D000293:Adolescent; D001290:Attitude; D004522:Educational Status; D005163:Factor Analysis, Statistical; D005260:Female; D006801:Humans; D008297:Male; D009042:Motivation; D012649:Self Concept