Math self-concept, grades, and achievement test scores. Long-term reciprocal effects across five waves and three achievement tracks.

Autor/inn/en	Arens, Anne Katrin; Marsh, Herbert Warren; Pekrun, Reinhard; Lichtenfeld, Stephanie; Murayama, Kou; Vom Hofe, Rudolf
Titel	Math self-concept, grades, and achievement test scores. Long-term reciprocal effects across five waves and three achievement tracks.
Quelle	In: Journal of educational psychology, 109 (2017) 5, S. 621-634Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (überarbeitete Fassung) Link als defekt meldenVerfügbarkeit
Beigaben	Illustration
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000163
URN	urn:nbn:de:0111-pedocs-216519
Schlagwörter	Empirische Untersuchung; Selbstkonzept; Intelligenzquotient; Bayern; Deutschland; Geschlecht; Mathematikunterricht; Modell; Leistungsbeurteilung; Intelligenzquotient; Schuljahr; Wirkung; Schuljahr; Schulform; Leistungsbeurteilung; Schulnote; Schülerleistung; Geschlecht; Mathematikunterricht; Mathematische Kompetenz; Sozioökonomische Lage; Modell; Wirkung; Bayern; Deutschland
Abstract	This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant crosslagged paths from self-concept to achievement and from achievement to self-concept, (2) the generalizability of reciprocal relations when using school grades and standardized achievement test scores as achievement indicators, and (3) the invariance of findings across secondary school achievement tracks. Math self-concept, school grades in math, and math achievement test scores were measured once each school year with a representative sample of 3,425 German students. Students' gender, IQ, and socioeconomic status (SES) were controlled in all analyses. The findings supported the assumption of developmental equilibrium for reciprocal effects between self-concept and achievement across time. The pattern of results was found to be invariant across students attending different achievement tracks and could be replicated when using school grades and achievement test scores in separate and in combined models. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/1