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Autor/inn/en | Ehm, Jan-Henning; Hasselhorn, Marcus; Schmiedek, Florian |
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Titel | Analyzing the Developmental Relation of Academic Self-Concept and Achievement in Elementary School Children: Alternative Models Point to Different Results |
Quelle | In: Developmental Psychology, 55 (2019) 11, S.2336-2351 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
DOI | 10.1037/dev0000796 |
Schlagwörter | Child Development; Self Concept; Elementary School Students; Children; Reading Achievement; Correlation; Grade 1; Grade 2; Grade 3; Grade 4; Models; Individual Differences; Urban Schools; Longitudinal Studies; Foreign Countries; Germany Kindesentwicklung; Selbstkonzept; Child; Kind; Kinder; Leseleistung; Korrelation; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Analogiemodell; Individueller Unterschied; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Deutschland |
Abstract | The association between academic self-concept and achievement is assumed to be reciprocal. Typically, the association is analyzed by variants of the classical cross-lagged panel model. Results with more recently developed methodological approaches, for example, the random intercept cross-lagged panel model, its continuous-time implementation, and the latent change score model, are not available so far. The present study aimed to test the association between reading self-concept and reading achievement with different models to evaluate whether positive cross-lagged effects can be demonstrated with the alternative models. Drawing on a sample of 2,014 elementary students from Grade 1 to Grade 4, results of alternative models yielded noticeable differences. Support for reciprocal effects between reading self-concept and reading achievement was found using the classical and the full-forward cross-lagged panel models. No such effects were found in the other models. Thus, the reciprocal effect model can be called into question for elementary schoolchildren. The results are discussed with regard to the theoretical assumptions and appropriate methodological approaches. (As Provided). |
Anmerkungen | American 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 von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |