The relationship between academic self-concept and achievement: A multicohort–multioccasion study
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To date, a large amount of empirical research on reciprocal motivation-achievement interactions has mainly studied academic self-concept.
“However, to date, a large amount of empirical research on reciprocal motivation-achievement interactions has mainly studied ASC (Arens et al., 2019;Brunner et al., 2010;Chen et al., 2013;Dicke et al., 2018;Gottfried et al., 2013;Grygiel et al., 2017;Guay et al., 2003;Guo et al., 2015;Möller et al., 2011;Niepel et al., 2014aNiepel et al., , 2014b;;Retelsdorf et al., 2014;Viljaranta et al., 2014;W”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Chen et al., 2013
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- Authors
- Chen, S.-K., Yeh, Y.-C., Hwang, F.-M., & Lin, S. S. J.
- Affiliations
- National Yang Ming Chiao Tung University (TW)
- National Chiayi University (TW)
- Corresponding author
- Hwang, Fang-Ming
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2013-02
- Volume
- 23
- Pages
- 172-178
- ISSN
- 1041-6080 (ISSN-L)
- OpenAlex
- W2079406721
- Cited by
- 150
- References
- 44
- Citations by year
- 2026: 7 · 2025: 8 · 2024: 20 · 2023: 10 · 2022: 15 · 2021: 14 · 2020: 13 · 2019: 15 · 2018: 8 · 2017: 14 · 2016: 12 · 2015: 6 · 2014: 6 · 2013: 2
- FWCI
- 6.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Individual Differences (publishedVersion)
- Funders
- ROC National Academy of Educational Research (NAER-95-24-A-2-01-00-2-14)
- ROC National Science Council (NSC 97-2631-S-009-001, NSC-100-2631-S-009-001, NSC 97-2631-S-415-003)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- academic self-concept, academic performance, reciprocal effects, unified model, cross-domain effects, developmental trends, adolescents, preadolescents, mathematics achievement, Chinese language achievement, Taiwanese students
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