An integrated model of academic self-concept development. Academic self-concept, grades, test scores, and tracking over 6 years.

Autor/inn/en	Marsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin
Titel	An integrated model of academic self-concept development. Academic self-concept, grades, test scores, and tracking over 6 years.
Quelle	In: Developmental psychology, 54 (2018) 2, S. 263-280Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (inhaltlich überarbeitete Version) Link als defekt meldenVerfügbarkeit
Beigaben	Illustration
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0012-1649; 1939-0599
DOI	10.1037/dev0000393
URN	urn:nbn:de:0111-pedocs-156147
Schlagwörter	Längsschnittuntersuchung; Mehrebenenanalyse; Entwicklungspsychologie; Selbstkonzept; Primarbereich; Sekundarbereich; Schüler; Leistungsbeurteilung; Schulnote; Schülerleistung; Mathematikunterricht; Modell; Theorie; Bayern; Deutschland
Abstract	Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/4