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This study investigates the associations between students’ developmental changes in academic self-efficacy, academic initiative, and grade point average (GPA) during a three-year upper secondary education. The sample consisted of 1453 students aged 16–19 (60.6% girls; baseline mean age = 17.00,  SD  = .91; 56.1% high perceived family wealth; and 74.9% Norwegian-born). To explore how changes in academic self-efficacy, academic initiative, and GPA were related, we investigated a theoretical parallel process latent growth curve model. The results implied that, during upper secondary school, academic self-efficacy declined, while academic initiative and GPA remained stable. We found possible ceiling effects within and between several of the study’s constructs. The main finding was support for a positive feedback loop between the developmental trajectories of academic self-efficacy, academic initiative, and GPA. The present study adds new insight that should be taken into consideration when promoting positive educational development during late secondary school.HighlightsAcademic self-efficacy declines during upper secondary school, while academic initiative and grade point average remains stable.Parallel process latent growth curve model analysis.Possible ceiling effects within and between several of the study's factors.Positive associations between the trajectories of academic self-efficacy, academic initiative, and grade point average. Academic self-efficacy declines during upper secondary school, while academic initiative and grade point average remains stable. Parallel process latent growth curve model analysis. Possible ceiling effects within and between several of the study's factors. Positive associations between the trajectories of academic self-efficacy, academic initiative, and grade point average.

The positive feedback loop between academic self-efficacy, academic initiative, and Grade Point Average: a parallel process latent growth curve model