The Developmental Dynamics between Interest, Self-Concept of Ability, and Academic Performance

Autor/inn/en	Viljaranta, Jaana; Tolvanen, Asko; Aunola, Kaisa; Nurmi, Jari-Erik
Titel	The Developmental Dynamics between Interest, Self-Concept of Ability, and Academic Performance
Quelle	In: Scandinavian Journal of Educational Research, 58 (2014) 6, S.734-756 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2014.904419
Schlagwörter	Foreign Countries; Student Interests; Self Concept; Reading Achievement; Mathematics Achievement; Longitudinal Studies; Elementary School Students; Correlation; Academic Ability; Measures (Individuals); Interviews; Models; Academic Achievement; Finland + Suchen Sie Ihr Suchwort? Ausland; Studieninteresse; Selbstkonzept; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Messdaten; Interviewing; Interviewtechnik; Analogiemodell; Schulleistung; Finnland
Abstract	Only a few studies have examined the direction of associations between academic achievement, interest, and self-concept of ability simultaneously by using longitudinal data over several school years. To examine the cross-lagged relationships between students' interest, self-concept of ability, and performance in mathematics and reading, longitudinal data from Grade 1 to Grade 7 of comprehensive school was gathered from 216 students. The results showed that, in both reading and math, performance predicted students' subsequent self-concept of ability. Some evidence was also found that math performance predicts subsequent interest in mathematics, and that self-concept of math ability mediates the impact of math performance on interest. No evidence was found for the assumption that self-concept of ability or interest would predict subsequent academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10