The DOI matches its Crossref record; 73 of the 73 references it cites were found in a registry or an index.
Longitudinal Structural Equation Models of Academic Self-Concept and Achievement: Gender Differences in the Development of Math and English Constructs
Abstract
Longitudinal causal models of growth in math and English constructs (school grades, standardized tests, academic self-concept, affect and coursework selection) were based on three waves of data from the large (N = 24,599), nationally representative National Education Longitudinal Study of 1988. Math and English self-concepts had significant path coefficients leading to subsequent school grades, coursework selection, and standardized test scores. Unlike previous studies that did not consider math and English constructs in the same model, we found these relations to be very domain specific (e.g., there were significant positive paths from math self concept to subsequent math outcomes but not to subsequent English outcomes). Girls had higher scores for all English constructs and math school grades, but they had lower math self-concepts. Whereas similar studies conducted over the past 20 years found diminishing gender differences, these data show relative gains for girls in achievement and coursework selection for both mathematics and English. Path coefficients relating prior math and English constructs to subsequent outcomes, however, were similar for boys and girls. Hence, the extreme domain specificity of relations between prior self-concept and subsequent outcomes was similar for boys and girls.
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Cites
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Cited by
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., Lüdtke, O., Trautwein, U., & Morin, A. J. S. (2009) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1080/10705510902751010 · Cited by 1,245
Self-citationMarsh, 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-citationFredricks, J. A., & Eccles, J. S. (2002) · Developmental Psychology · doi:10.1037//0012-1649.38.4.519 · Cited by 1,047
Metadata
- Authors
- Marsh, H. W., & Yeung, A. S.
- Venue
- American Educational Research Journal
- Publisher
- SAGE Publications
- Published
- 1998
- Volume
- 35
- Issue
- 4
- Pages
- 705
- ISSN
- 0002-8312 (ISSN-L)
- OpenAlex
- W2163614591
- Cited by
- 494
- References
- 73
- FWCI
- 13.63
- 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.
