The Developmental Interplay of Academic Self-Concept and Achievement and the Role of Potential Moderators.

Autor/Urheber	Sewasew, Daniel
Titel	The Developmental Interplay of Academic Self-Concept and Achievement and the Role of Potential Moderators.
Quelle	(2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Monographie
Schlagwörter	Studienerfolg; Studierfähigkeit; Selbstbild; Motivation
Abstract	The development of positive academic motivation and high achievement has a sweeping impact on students' desirable outcomes (e.g., academic successes, occupational aspirations, and lifelong achievements). This dissertation sought to investigate the complex developmental relationships of academic motivations (i.e., verbal and math self-concepts) and academic achievements (i.e., verbal and math competencies), and the role of potential moderators (i.e., ethnic-background and sex) in primary and secondary school-aged children. The dissertation utilized the U.S. and Germany sample of students who participated in the large-scale longitudinal data collection, and applied cross-lagged panel analyses. In line with the prediction of reciprocal effects model (REM), the results highlight positive developmental relations between academic self-concept and achievement within a domain in primary and secondary school-aged students. Whereas, consistent with the presumption of Internal/External frame of reference model (I/EM) negative relations across two non-matching domains (i.e., verbal and math) were found among primary-aged students. Besides, the effect of prior achievement on self-concept was much stronger than the effect of self-concept on achievement in primary school-aged students, whilst the reverse was stronger in secondary school-aged students in both high and low-stake measures (i.e., standardized test-scores and grades). Therefore, there is a pattern of mutual effects that hinting at the domain specificity of these constructs and the multidimensionality of academic self-concepts, for which the factor analyses provided a strong support as well. Moreover, the dissertation also highlights the non-generalizability of REM across ethnic-groups, i.e., the ethnic-background is a potential moderator of the reciprocal effects between academic self-concept and achievement (i.e., verbal) in primary school-aged children. However, this dissertation also provided evidence that sex is not a potential moderator of the reciprocal effects between academic self-concept and achievement (i.e., math) in secondary school-aged students. In conclusion, the dissertation accentuated the importance of improving academic motivation and achievement jointly. Results stress the need for further investigation of the underlying causal mechanisms between academic self-concept and achievement development, and for an integration of the major models in academic self-concept formation into a unifying theoretical framework (i.e., across domains, time and school/class level in primary and secondary school-aged children).
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