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In a longitudinal study conducted on 1130 adolescents (557 male and 573 female) in the 1st-6th grades from Belgian secondary schools, we tested the influence of individual factors (motivational constructs, implicit theory of intelligence and self-esteem) and environmental determinants (parenting and class environment) of academic achievement (grades in mathematics, language arts and GPA at three points in time). Using hierarchical linear models, we observed a decrease of grade over the course of the study, reciprocal relations between motivational constructs, self-esteem and academic achievement, a strong positive impact of supportive parenting and a moderate influence of class environment.</span

psychologica belgica

Predicting Intra-Individual Academic Achievement Trajectories of Adolescents Nested in Class Environment: Influence of motivation, implicit theory of intelligence, self-esteem and parenting