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Self‐Concept Predicts Academic Achievement Across Levels of the Achievement Distribution: Domain Specificity for Math and Reading
Author(s) -
Susperreguy Maria Ines,
DavisKean Pamela E.,
Duckworth Kathryn,
Chen Meichu
Publication year - 2017
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12924
Subject(s) - psychology , reading (process) , developmental psychology , longitudinal study , academic achievement , child development , self concept , quantile regression , quantile , educational attainment , econometrics , mathematics , statistics , political science , law , economics , economic growth
This study examines whether self‐concept of ability in math and reading predicts later math and reading attainment across different levels of achievement. Data from three large‐scale longitudinal data sets, the Avon Longitudinal Study of Parents and Children, National Institute of Child Health and Human Development–Study of Early Child Care and Youth Development, and Panel Study of Income Dynamics–Child Development Supplement, were used to answer this question by employing quantile regression analyses. After controlling for demographic variables, child characteristics, and early ability, the findings indicate that self‐concept of ability in math and reading predicts later achievement in each respective domain across all quantile levels of achievement. These results were replicated across the three data sets representing different populations and provide robust evidence for the role of self‐concept of ability in understanding achievement from early childhood to adolescence across the spectrum of performance (low to high).