Self-Concept Predicts Academic Achievement across Levels of the Achievement Distribution: Domain Specificity for Math and Reading

Autor/inn/en	Susperreguy, Maria Ines; Davis-Kean, Pamela E.; Duckworth, Kathryn; Chen, Meichu
Titel	Self-Concept Predicts Academic Achievement across Levels of the Achievement Distribution: Domain Specificity for Math and Reading
Quelle	In: Child Development, 89 (2018) 6, S.2196-2214 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Susperreguy, Maria Ines) ORCID (Davis-Kean, Pamela E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12924
Schlagwörter	Self Concept; Prediction; Academic Achievement; Role; Child Development; Mathematics Skills; Reading Ability; Longitudinal Studies; Academic Ability; Preschool Children; Adolescents + Suchen Sie Ihr Suchwort? Selbstkonzept; Vorhersage; Schulleistung; Rollen; Kindesentwicklung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading competence; Lesekompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	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). (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01