Nonlinear Relations between Achievement and Academic Self-Concepts in Elementary and Secondary School: An Integrative Data Analysis across 13 Countries

Autor/inn/en	Keller, Lena; Preckel, Franzis; Brunner, Martin
Titel	Nonlinear Relations between Achievement and Academic Self-Concepts in Elementary and Secondary School: An Integrative Data Analysis across 13 Countries
Quelle	In: Journal of Educational Psychology, 113 (2021) 3, S.585-604 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keller, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000533
Schlagwörter	Correlation; Academic Achievement; High Achievement; Low Achievement; Mathematics Achievement; Reading Achievement; Self Concept; Elementary School Students; Secondary School Students; Grade 4; Grade 8; Children; Adolescents; Age Differences; Generalizability Theory; Foreign Countries; Achievement Tests; International Assessment; Mathematics Tests; Reading Tests; Standardized Tests; Australia; Austria; Czech Republic; Finland; Germany; Hong Kong; Hungary; Ireland; Italy; Norway; Portugal; Russia; Sweden; Trends in International Mathematics and Science Study; Program for International Student Assessment; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Korrelation; Schulleistung; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Selbstkonzept; Sekundarschüler; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Standadised tests; Standardisierter Test; Australien; Österreich; Tschechische Republik; Finnland; Deutschland; Hongkong; Ungarn; Irland; Italien; Norwegen; Russland; Schweden
Abstract	It is well-documented that academic achievement is associated with students' self-perceptions of their academic abilities, that is, their academic self-concepts. However, low-achieving students may apply self-protective strategies to maintain a favorable academic self-concept when evaluating their academic abilities. Consequently, the relation between achievement and academic self-concept might not be linear across the entire achievement continuum. Capitalizing on representative data from three large-scale assessments (i.e., TIMSS, PIRLS, PISA; N = 470,804), we conducted an integrative data analysis to address nonlinear trends in the relations between achievement and the corresponding self-concepts in mathematics and the verbal domain across 13 countries and 2 age groups (i.e., elementary and secondary school students). Polynomial and interrupted regression analyses showed nonlinear relations in secondary school students, demonstrating that the relations between achievement and the corresponding self-concepts were weaker for lower achieving students than for higher achieving students. Nonlinear effects were also present in younger students, but the pattern of results was rather heterogeneous. We discuss implications for theory as well as for the assessment and interpretation of self-concept. (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	2024/1/01