Academic Self-Concept and Achievement in Polish Primary Schools: Cross-Lagged Modelling and Gender-Specific Effects

Autor/inn/en	Grygiel, Pawel; Modzelewski, Michal; Pisarek, Jolanta
Titel	Academic Self-Concept and Achievement in Polish Primary Schools: Cross-Lagged Modelling and Gender-Specific Effects
Quelle	In: European Journal of Psychology of Education, 32 (2017) 3, S.407-429 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-016-0300-2
Schlagwörter	Academic Ability; Self Concept; Longitudinal Studies; Gender Differences; Elementary School Students; Foreign Countries; Grade 3; Grade 5; Academic Achievement; Correlation; Regression (Statistics); Factor Analysis; Statistical Analysis; Poland + Suchen Sie Ihr Suchwort? Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Geschlechterkonflikt; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Korrelation; Regression; Regressionsanalyse; Faktorenanalyse; Statistische Analyse; Polen
Abstract	This study reports relationships between general academic self-concept and achievement in grade 3 and grade 5. Gender-specific effects were investigated using a longitudinal, two-cycle, 3-year autoregressive cross-lagged panel design in a large, representative sample of Polish primary school pupils (N = 4,226). Analysis revealed (a) reciprocal relations between general academic self-concept and achievement over time but the influence of prior achievement on self-concept was stronger; (b) on average, levels of both constructs declined over time; (c) gender differences were not observed in longitudinal relations (i.e. cross-lagged, autoregressive and intra-wave correlations); (d) girls demonstrated higher mean levels of academic achievement at both grades; and (e) average level of general academic self-concept was not gender differentiated in grade 3 but decreased more for girls. These results are discussed in the light of the theoretical and practical implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01