Cited by 140Education, Achievement, and GiftednessSchool Choice and PerformanceMathematics Education and Pedagogy

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Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

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Arens, A. Katrin, Marsh, Herbert W., Pekrun, Reinhard, Lichtenfeld, Stephanie, Murayama, Kou, vom Hofe, Rudolf·2017·Journal of Educational Psychology

DOI 10.1037/edu0000163

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Abstract

This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from achievement to self-concept, (2) the generalizability of reciprocal relations when using school grades and standardized achievement test scores as achievement indicators, and (3) the invariance of findings across secondary school achievement tracks. Math self-concept, school grades in math, and math achievement test scores were measured once each school year with a representative sample of 3,425 German students. Students' gender, IQ, and socioeconomic status (SES) were controlled in all analyses. The findings supported the assumption of developmental equilibrium for reciprocal effects between self-concept and achievement across time. The pattern of results was found to be invariant across students attending different achievement tracks and could be replicated when using school grades and achievement test scores in separate and in combined models. The findings of this study thus underscore the generalizability and robustness of the REM. (DIPF/Orig.)

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Authors: Arens, A. K., Marsh, H. W., Pekrun, R., Lichtenfeld, S., Murayama, K., & vom Hofe, R.
Affiliations: Bielefeld University (DE)
Corresponding author: Arens, A. Katrin
ORCID: Arens, A. Katrin
Marsh, Herbert W.
Pekrun, Reinhard
Lichtenfeld, Stephanie
Murayama, Kou
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2017-07
Volume: 109
Issue: 5
Pages: 621-634
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/edu0000163
OpenAlex: W2529113450
Cited by: 140
References: 94
Citations by year: 2026: 12 · 2025: 11 · 2024: 18 · 2023: 24 · 2022: 19 · 2021: 18 · 2020: 16 · 2019: 11 · 2018: 7 · 2017: 4
FWCI: 10.41
Type: journal article
Language: en
Open access: green
durham-repository.worktribe.com
Licence: cc-by
Locations: Journal of Educational Psychology (publishedVersion)
Durham Research Online (Durham University) (acceptedVersion)
Durham Research Online (Durham University) (submittedVersion, cc-by)
Pedocs (German Institute for International Educational Research) (submittedVersion)
Research Bank (Australian Catholic University) (submittedVersion)
PUB – Publications at Bielefeld University (Bielefeld University) (submittedVersion)
peDOCS
Funders: German Research Foundation (PE 320/11-1, PE 320/11-2, PE 320/11-3, PE 320/11-4)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Social Sciences › Education › School Choice and Performance
Social Sciences › Education › Mathematics Education and Pedagogy
Keywords: mathematics self-concept, reciprocal effects model, mathematics achievement, school grades, achievement test scores, high school students

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Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

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