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AutorenMarsh, Herbert W.; Pekrun, Reinhard; Murayama, Kou; Arens, A. Katrin; Parker, Philip D.; Guo, Jiesi; Dicke, Theresa
TitelAn Integrated Model of Academic Self-Concept Development: Academic Self-Concept, Grades, Test Scores, and Tracking over 6 Years
QuelleIn: Developmental Psychology, 54 (2018) 2, S.263-280 (18 Seiten)
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ZusatzinformationORCID (Marsh, Herbert W.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0012-1649
DOI10.1037/dev0000393
SchlagwörterForeign Countries; Secondary School Students; Secondary School Mathematics; Mathematics Skills; Self Concept; Grades (Scholastic); Scores; Predictor Variables; Mathematics Achievement; Longitudinal Studies; Hypothesis Testing; Path Analysis; Correlation; Likert Scales; Mathematics Tests; Achievement Tests; Hierarchical Linear Modeling; Statistical Analysis; Germany
AbstractOur newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (As Provided).
AnmerkungenAmerican Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2019/1/02
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