Academic self-concept, interest, grades, and standardized test scores:: Reciprocal effects models of causal ordering

被引:782
作者
Marsh, HW
Trautwein, U
Lüdtke, O
Köller, O
Baumert, J
机构
[1] Univ Western Sydney, SELF Res Ctr, Penrith, NSW 1797, Australia
[2] Univ Erlangen Nurnberg, D-8520 Erlangen, Germany
[3] Max Planck Inst Human Dev, Berlin, Germany
关键词
D O I
10.1111/j.1467-8624.2005.00853.x
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N=5,649, M age=13.4; Study 2: N=2,264, M age=13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature.
引用
收藏
页码:397 / 416
页数:20
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