The DOI matches its Crossref record; 45 of the 45 references it cites were found in a registry or an index.
Coursework Selection: Relations to Academic Self-Concept and Achievement
Abstract
Theoretical models posit that self-concept as well as prior accomplishments influence choice behavior. Structural equation models were used to examine the paths from school grades and self-concept to subsequent coursework selection (N = 246). Paths from self-concept to wanting to take a particular subject and, to a lesser extent, actually taking it were significant, but school grades did not contribute consistently beyond the effects of self-concept. When general academic self-concept (GASC) was added to these models, paths from GASC to coursework selection were negative, and paths from the specific components of self-concept increased; a positive self-concept in a specific school subject contributes even more to selection of that subject if self-concepts in other school subjects are lower. The major results were consistent across Years 8 and 10 and reasonably consistent across nine school subjects. The finding that specific components of self-concept are more strongly related to subsequent course selection than are school grades is substantively important and provides further support for the need to consider multiple dimensions of academic self-concept.
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Cited by
Academic Self-Concept and Self-Efficacy: How Different Are They Really?
Bong, M., & Skaalvik, E. M. (2003) · Educational Psychology Review · doi:10.1023/a:1021302408382 · Cited by 1,994
Marsh, H. W., & Craven, R. G. (2006) · Perspectives on Psychological Science · doi:10.1111/j.1745-6916.2006.00010.x · Cited by 1,368
Self-citationThe Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004) · Educational Psychologist · doi:10.1207/s15326985ep3902_3 · Cited by 1,315
Marsh, H. W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2005) · Child Development · doi:10.1111/j.1467-8624.2005.00853.x · Cited by 1,198
Self-citationAcademic self‐concept and academic achievement: Relations and causal ordering
Marsh, H. W., & Martin, A. J. (2011) · British Journal of Educational Psychology · doi:10.1348/000709910x503501 · Cited by 975
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Metadata
- Authors
- Marsh, H. W., & Yeung, A. S.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 1997
- Volume
- 34
- Issue
- 4
- Pages
- 691
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W2047194355
- Cited by
- 310
- References
- 45
- FWCI
- 14.17
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
