The relationship between academic self-concept and achievement: A multicohort–multioccasion study

Marsh and Köller (2004) combined the reciprocal-effects model and the internal/external frame-of-reference model into a unified model of relationships between academic self-concept and achievement. However, this model has only been examined with German adolescents. We decided to test this model with...

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Bibliographic Details
Published in:Learning and individual differences 2013-02, Vol.23, p.172-178
Main Authors: Chen, Ssu-Kuang, Yeh, Yu-Chen, Hwang, Fang-Ming, Lin, Sunny S.J.
Format: Article
Language:English
Subjects:
Academic Ability
Academic Achievement
Achievement
Adolescence
Adolescents
Age
Attribution Theory
Chinese
Correlation
Development
Developmental Stages
Foreign Countries
High School Students
Mathematics Achievement
National Surveys
Self Concept
Structural equation modeling
Taiwan
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Summary:Marsh and Köller (2004) combined the reciprocal-effects model and the internal/external frame-of-reference model into a unified model of relationships between academic self-concept and achievement. However, this model has only been examined with German adolescents. We decided to test this model with two-wave data drawn from a national survey of Taiwanese students. We found that reciprocal effects exist for both math and Chinese for the high-school students. However, the causal relationship of academic self-concepts and achievement for pre-adolescents seems to vary depending on school subject. Moreover, the causal effects from academic achievement decline with age, whereas those from academic self-concepts increase with age, suggesting a developmental trend. The negative cross-domain effect from prior achievement to subsequent academic self-concept is not strong in the unified model. ► The reciprocal effects exist for both math and Chinese for the high-school students. ► The causal relationship of academic self-concepts and achievement for pre-adolescents varied depending on school subjects. ► The causal effects from academic achievement decline with age, whereas those from academic self-concepts increase with age. ► The cross-domain effect from prior achievement to subsequent academic self-concept is not strong in the unified model.
ISSN:1041-6080
1873-3425
DOI:10.1016/j.lindif.2012.07.021