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| Autor/inn/en | Van Damme, J.; Mertens, W. |
|---|---|
| Titel | Academic Self-Concept and Academic Achievement: Cause and Effect. |
| Quelle | (2000), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Causal Models; Foreign Countries; Longitudinal Studies; Secondary Education; Secondary School Students; Self Concept; Student Motivation; Belgium |
| Abstract | The network of causal relations between academic self-concept and academic achievement was examined using five waves of the Flemish longitudinal research in secondary education project (J. Van Damme, et al, 1997). Participants were 6,411 students in 59 secondary schools in Flanders, followed for 7 years. Correlational and regression analyses were used to prepare structural equation models (SEM) that were used with multiple indicators of both school performance and academic self-concept to establish the bidirectional causal influence between both concepts. Subsequent academic self-concept is based on prior achievement, and, in addition, prior academic self-concept forms subsequent achievement. The path from self-concept to academic achievement was enriched by the inclusion of students' perceptions of the relevance of the school and the self-report of the degree of effort expenditure. Results support the motivational influence of academic self-concept. Moderator effects of sex and school characteristics were also examined, using multisample SEM. Variables of both these types were identified as important moderators within the bidirectional network. (Contains 11 tables and 18 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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