Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering
Abstract
Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N=5,649, M age=13.4; Study 2: N=2,264, M age=13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature.
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Much research on the reciprocity between motivation and achievement has been done with data collected at large time intervals, reflecting changes over months or years.
“Another gap in the literature that we identified is that much research on the reciprocity between motivation and achievement has been done with data collected at large time intervals, which reflect changes that happen over months or years (e.g., Harackiewicz et al., 2008;Marsh et al., 2005Marsh et al., , 2016;;Nuutila et al., 2018).”
From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Marsh et al., 2005
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- Authors
- Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J.
- Affiliations
- Western Sydney University (AU)
- Max Planck Institute for Human Development (DE)
- Friedrich-Alexander-Universität Erlangen-Nürnberg (DE)
- Corresponding author
- Marsh, Herbert W
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2005-03-01
- Volume
- 76
- Issue
- 2
- Pages
- 397-416
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2116249458
- Cited by
- 1,198
- References
- 77
- Citations by year
- 2026: 43 · 2025: 44 · 2024: 60 · 2023: 57 · 2022: 73 · 2021: 71 · 2020: 78 · 2019: 97 · 2018: 77 · 2017: 73 · 2016: 97 · 2015: 64 · 2014: 64 · 2013: 44 · 2012: 53
- FWCI
- 35.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Research Bank (Australian Catholic University) (submittedVersion)
- MPG.PuRe (Max Planck Society) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Education › School Choice and Performance
- Keywords
- academic self-concept, student learning interest, student interest in mathematics, school grades, standardized test scores, reciprocal effects model, causal order, gender differences, adolescents
- MeSH terms
- Achievement, Adolescent, Educational Measurement, Factor Analysis, Statistical, Female, Follow-Up Studies, Humans, Male, Mathematics, Motivation, Self Concept, Stereotyping
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