Affordable Access

deepdyve-link
Publisher Website

An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.

Authors
  • Marsh, Herbert W1
  • Pekrun, Reinhard2
  • Murayama, Kou3
  • Arens, A Katrin4
  • Parker, Philip D1
  • Guo, Jiesi1
  • Dicke, Theresa1
  • 1 Institute of Positive Psychology and Education, Australian Catholic University. , (Australia)
  • 2 Department of Psychology, University of Munich.
  • 3 School of Psychology and Clinical Language Sciences, University of Reading.
  • 4 Department of Education and Human Development, German Institute for International Educational Research.
Type
Published Article
Journal
Developmental psychology
Publication Date
Feb 01, 2018
Volume
54
Issue
2
Pages
263–280
Identifiers
DOI: 10.1037/dev0000393
PMID: 29172566
Source
Medline
License
Unknown

Abstract

Our 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. (PsycINFO Database Record

Report this publication

Statistics

Seen <100 times