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Academic Self-Concept and Academic Achievement: Developmental Perspectives on Their Causal Ordering.
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Guay, Frederic; Marsh, Herbert W.; Boivin, Michel – Journal of Educational Psychology, 2003
Tests theoretical and developmental models of the causal ordering between academic self-concept and academic achievement. The structural equation model for the total sample supported a reciprocal-effects model, indicating that achievement has an effect on self-concept and that academic self-concept has an effect on achievement. (Contains 33…
Descriptors: Academic Achievement, Causal Models, Elementary Education, Foreign Countries
Longitudinal Study of Preadolescent Sport Self-Concept and Performance: Reciprocal Effects and Causal Ordering
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Marsh, Herbert W.; Gerlach, Erin; Trautwein, Ulrich; Ludtke, Oliver; Brettschneider, Wolf-Dietrich – Child Development, 2007
Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N = 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport…
Descriptors: Preadolescents, Adolescents, Grade 6, Grade 4
Causal Effects of Academic Self-Concept on Academic Achievement: Structural Equation Models of Longitudinal Data.
Peer reviewed Peer reviewed
Marsh, Herbert W.; Yeung, Alexander Seeshing – Journal of Educational Psychology, 1997
Data on academic self-concept, school grades, and teacher ratings of achievement were collected from 603 students for three high school subjects in each of three years. Structural equation models show reciprocal effects for prior achievement and academic self-concept for all subjects. Effects were largest for mathematics. (SLD)
Descriptors: Academic Achievement, Causal Models, Etiology, High School Students
Longitudinal Structural Equation Models of Academic Self-Concept and Achievement: Gender Differences in the Development of Math and English Constructs.
Peer reviewed Peer reviewed
Marsh, Herbert W.; Yeung, Alexander Seeshing – American Educational Research Journal, 1998
Derived longitudinal causal models of growth in mathematics and English constructs using three waves of data from the National Education Longitudinal Study of 1988 (n=24,599). Results indicate that the contribution of prior variables in English and mathematics to subsequent outcomes in both subjects was similar for females and males. Contains 68…
Descriptors: Academic Achievement, Causal Models, English, Grade 8
Causal Ordering of Academic Self-Concept and Academic Achievement: A Multiwave, Longitudinal Panel Analysis.
Peer reviewed Peer reviewed
Marsh, Herbert W. – Journal of Educational Psychology, 1990
Data from the national Youth in Transition Study for 1,456 high school students and recent graduates indicate that reported grade averages in grades 11 and 12 are significantly affected by academic self-concept measured the previous year. Results demonstrate the influence of academic self-concept on subsequent academic achievement. (SLD)
Descriptors: Academic Achievement, Causal Models, Correlation, Foreign Countries