Analyzing the developmental relation of academic self-concept and achievement in elementary school children. Alternative models point to different results.

Autor/inn/en	Ehm, Jan-Henning; Hasselhorn, Marcus; Schmiedek, Florian
Titel	Analyzing the developmental relation of academic self-concept and achievement in elementary school children. Alternative models point to different results.
Quelle	In: Developmental psychology, 55 (2019) 11, S. 2336-2351Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0012-1649; 1939-0599
DOI	10.1037/dev0000796
Schlagwörter	Längsschnittuntersuchung; Methode; Panel; Vergleich; Selbstkonzept; Grundschule; Schüler; Leistungsbeurteilung; Schulnote; Schülerleistung; Lesekompetenz; Lesen; Messverfahren; Analyse; Einflussfaktor; Modell; Baden-Württemberg; Deutschland
Abstract	The association between academic self-concept and achievement is assumed to be reciprocal. Typically, the association is analyzed by variants of the classical cross-lagged panel model. Results with more recently developed methodological approaches, for example, the random intercept cross-lagged panel model, its continuous-time implementation, and the latent change score model, are not available so far. The present study aimed to test the association between reading self-concept and reading achievement with different models to evaluate whether positive cross-lagged effects can be demonstrated with the alternative models. Drawing on a sample of 2,014 elementary students from Grade 1 to Grade 4, results of alternative models yielded noticeable differences. Support for reciprocal effects between reading self-concept and reading achievement was found using the classical and the full-forward cross-lagged panel models. No such effects were found in the other models. Thus, the reciprocal effect model can be called into question for elementary schoolchildren. The results are discussed with regard to the theoretical assumptions and appropriate methodological approaches. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/3