Causal Effects of Academic Self-Concept on Academic Achievement: A Reanalysis of Newman (1984).

Autor/in	Marsh, Herbert W.
Titel	Causal Effects of Academic Self-Concept on Academic Achievement: A Reanalysis of Newman (1984).
Quelle	(1986), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attribution Theory; Correlation; Effect Size; Elementary Secondary Education; Estimation (Mathematics); Factor Analysis; Factor Structure; Influences; Item Analysis; Longitudinal Studies; Mathematical Models; Mathematics Achievement; Path Analysis; Research Problems; Self Concept + Suchen Sie Ihr Suchwort? Korrelation; Estimation; Mathematics; Schätzung; Faktorenanalyse; Faktorenstruktur; Influence; Einfluss; Einflussfaktor; Itemanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematical model; Mathematisches Modell; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pfadanalyse; Forschungskritik; Selbstkonzept
Abstract	Newman (1984) examined the causal relations between math self-concept and math achievement in an 8-year longitudinal study using Linear Structural Relations (LISREL) analyses. He concluded that math self-concept did not influence subsequent math achievement. However, the study suffered in that math self-concept was inferred from a single-item scale. Newman addressed this problem, proposed a reasonable solution to it, and based his findings on this solution. However, an alternative solution used in the present reanalysis of his data did support the causal influence of self-concept on subsequent achievement. The purpose of this investigation is to demonstrate the problems associated with single-item indicators in LISREL analyses. The study refutes Newman's conclusion that self-concept has no causal influence on subsequent academic achievement, and argues that it is necessary for such studies to have at least two or more indicators for each latent construct. (Author/JAZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC