Causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis.

Abstract

There is surprisingly little sound research on the causal ordering of academic self-concept and academic achievement in longitudinal panel studies, despite its theoretical and practical significance. Data collected in Grades 10, 11, 12, and one year after graduation from high school that were used in this study come from the large (N=1,456 students), nationally representative Youth in Transition study

Cites (2)

1. Significance tests and goodness of fit in the analysis of covariance structures.
   P. M. Bentler, Douglas G. Bonett · 1980 · Psychological Bulletin
2. Self-concept: validation of construct interpretations.
   Shavelson, Richard J., Hubner, Judith J., Stanton, George C. · 1976 · Review of Educational Research

Show all 2 references

Cited by (32)

1. Self-Efficacy and Academic Motivation
   Schunk, Dale H. · 1991 · Educational Psychologist
2. Academic Self-Concept and Self-Efficacy: How Different Are They Really?
   Bong, Mimi, Skaalvik, Einar M. · 2003 · Educational Psychology Review
3. Global Evidence on Economic Preferences*
   Falk, Armin, Becker, Anke, Dohmen, Thomas, Enke, Benjamin, Huffman, David, Sunde, Uwe · 2018 · The Quarterly Journal of Economics
4. Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement: A study at the school level
   Caprara, Gian Vittorio, Barbaranelli, Claudio, Steca, Patrizia, Malone, Patrick S. · 2006 · Journal of School Psychology
5. Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives
   Marsh, Herbert W., Craven, Rhonda G. · 2006 · Perspectives on Psychological Science

See all 605