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Academic Self‐Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering
Author(s) -
Marsh Herbert W.,
Trautwein Ulrich,
Lüdtke Oliver,
Köller Olaf,
Baumert Jürgen
Publication year - 2005
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/j.1467-8624.2005.00853.x
Subject(s) - psychology , reciprocal , self concept , academic achievement , developmental psychology , longitudinal study , german , test (biology) , longitudinal data , standardized test , causal model , mathematics education , statistics , mathematics , paleontology , philosophy , linguistics , demography , archaeology , sociology , biology , history
Reciprocal effects models of longitudinal data show that academic self‐concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self‐concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th‐grade students (Study 1: N =5,649, M age=13.4; Study 2: N =2,264, M age=13.7 years), prior self‐concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self‐concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self‐concept on a variety of academic outcomes and integrate self‐concept with the developmental motivation literature.