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Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.
Open accessAbstract
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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“Individual differences in academic achievement are partly the result of differences in motivation for learning (Arens et al., 2017;Burnette et al., 2013;Eccles & Wigfield, 2002;Guay et al., 2003;Huang, 2011;Marsh & Craven, 2006;Marsh & Martin, 2011;Robbins et al., 2004;Seaton et al., 2014).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Arens et al., 2017
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“First, achievement is nearly always bound to a specific domain, for example mathematics (Arens et al., 2017) or reading skill (Ehm et al., 2019;Sewasew & Koester, 2019).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Arens et al., 2017
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Metadata
- 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
- Venue
- Journal of Educational Psychology
- Published
- 2017-07
- Volume
- 109
- Issue
- 5
- Pages
- 621-634
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- 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
- 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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