An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.
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
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More recent studies use large sample sizes and longitudinal data of up to six waves, allowing changes in motivation and achievement of students to be tracked across their school career.
“More recent studies showcase impressive efforts of researchers to use large sample sizes and longitudinal data of up to six waves, allowing changes in motivation and achievement of students to be tracked across their school career (e.g., Marsh et al., 2018;Murayama et al., 2013).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Marsh et al., 2018
Research into the Big-Fish-Little-Pond phenomenon suggests that domain-specific academic self-concept, more so than general academic self-concept, is influenced by social comparison.
“Research into the Big-Fish-Little-Pond phenomenon (i.e., students in high-achieving classes having lower ASC than those with comparable aptitude in regular classes) suggests that domain-specific ASC (more so than general ASC) is influenced by social comparison (Fang et al., 2018;Marsh et al., 2018).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Marsh et al., 2018
In almost every study investigating reciprocal motivation and achievement relations, the need for experimental designs in which either motivation or achievement is manipulated is raised as a suggestion for future research.
“In almost every study investigating reciprocal motivation and achievement relations, the need for experimental designs in which either motivation or achievement is manipulated is raised as a suggestion for future research (Marsh et al., 2016(Marsh et al., , 2018;;Mega et al., 2014;Pinxten et al., 2014).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Marsh et al., 2018
When extant research finds relationships between motivation and achievement, the interpretation with regards to causal relations remains difficult due to the lack of experimental manipulation.
“When extant research finds the relationships between motivation and achievement, the interpretation with regards to causal relations remains difficult due to the lack of experimental manipulation (Granger, 1980;Holland, 1986;Marsh et al., 2018;Mega et al., 2014).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Marsh et al., 2018
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- Authors
- Marsh, H. W., Pekrun, R., Murayama, K., Arens, A. K., Parker, P. D., Guo, J., & Dicke, T.
- Affiliations
- Kochi University of Technology (JP)
- Corresponding author
- Marsh, Herbert W.
- ORCID
- Venue
- Developmental Psychology
- Published
- 2018-02
- Volume
- 54
- Issue
- 2
- Pages
- 263-280
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- OpenAlex
- W2737631252
- Cited by
- 306
- References
- 75
- Citations by year
- 2026: 18 · 2025: 28 · 2024: 30 · 2023: 106 · 2022: 32 · 2021: 38 · 2020: 21 · 2019: 23 · 2018: 9
- FWCI
- 18.88
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Psychology (publishedVersion)
- PubMed (publishedVersion)
- CentAUR (University of Reading) (acceptedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- Funders
- Australian Research Council (DP130102713)
- German Research Foundation (PE 320/11-1, PE 320/11-2, PE 320/11-3, PE 320/11-4)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Safety Research › Career Development and Diversity
- Keywords
- academic self-concept, mathematics self-concept, self-concept development, big-fish-little-pond effect, reciprocal effects, school grades, test scores, educational tracking, adolescents, K-12 education
- MeSH terms
- Academic Success, Child, Psychology, Child, Female, Humans, Longitudinal Studies, Male, Models, Psychological, Surveys and Questionnaires, Self Concept, Likelihood Functions, Multilevel Analysis, Mathematical Concepts
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