Academic self-concept and achievement in Polish primary schools: cross-lagged modelling and gender-specific effects

Grygiel, Paweł; Modzelewski, Michał; Pisarek, Jolanta

doi:10.1007/s10212-016-0300-2

Cited by 22 publications

(25 citation statements)

References 105 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In research, general self-concept often correlates with achievement with about .30, while academic self-concept tends to correlate higher with achievement, about .60 (Marsh 1992;Shavelson and Bolus 1982). Research supports a reciprocal effects model (REM) where prior academic achievement influences later selfconcept and prior self-concept influences later achievement (Grygiel et al 2016;Marsh and O'Mara 2007;Martin et al 2010). Academic self-concept in specific school subjects has been shown to influence subsequent task choice; motivation; effort; persistence which, in turn; leads to improved achievement; and academic self-concept (Shavelson et al 1976).…”

Section: Previous Researchmentioning

confidence: 78%

Does academic and social self-concept and motivation explain the effect of grading on students’ achievement?

Klapp

2017

Eur J Psychol Educ

View full text Add to dashboard Cite

The purpose of the study was to investigate if academic and social selfconcept and motivation to improve in academic school subjects mediated the negative effect of summative assessment (grades) for low-ability students' achievement in compulsory school. In two previous studies, summative assessment (grading) was found to have a differentiating effect on students' subsequent achievement in school . Differences between subgroups of students (cognitive ability, gender, and socioeconomic status) were controlled for in the analyses. Data was retrieved from the Evaluation Through Follow-up (ETF) longitudinal project containing register and questionnaire data on a large national representative sample of Swedish compulsory school students (N = 8558). Due to a unique natural circumstance, municipalities in Sweden could decide whether or not to grade their students in sixth grade which made it possible to apply a quasi-experimental design. In the sample, 50% of the students were graded in sixth grade while all students were graded in seventh grade. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) have been estimated. The results show that the negative effect of summative assessment (grading) for low-ability students on their subsequent achievement is fully mediated by academic self-concept in mathematics and Swedish, and motivation to improve in academic school subjects.

show abstract

Section: Previous Researchmentioning

confidence: 78%

Does academic and social self-concept and motivation explain the effect of grading on students’ achievement?

Klapp

2017

Eur J Psychol Educ

View full text Add to dashboard Cite

show abstract

“…In other words, academic self‐perceptions may serve as a means of facilitating academic performance and, at the same time, as an important outcome of academic achievement. The bi‐directional model has received support from some studies (e.g., Grygiel, Modzelewski, & Pisarek, 2017; Guay et al, 2003) but not others (e.g., Helmke, & van Aken, 1995; Skaalvik & Valas, 1999).…”

Section: Contributions Between Academic Self‐perceptions and Achievemmentioning

confidence: 99%

Academic Self‐Perceptions and Academic Achievement in Chinese Children: A Multiwave Longitudinal Study

Lee

Chen

et al. 2020

Child Development

View full text Add to dashboard Cite

This study examined reciprocal contributions between academic self‐perceptions and academic achievement. Data were collected each year in four consecutive years from a sample of children in China (initial N = 1,156; 581 boys; initial Mage = 9.33 years). Analyses using random intercept cross‐lagged panel models revealed that the effects of academic achievement on self‐perceptions tended to be more evident in lower grades and the effects of academic self‐perceptions on achievement tended to be more evident in higher grades. Latent growth curve analyses showed that the initial level of academic self‐perceptions and achievement moderated the growth of each other. The results indicate the contributions between academic self‐perceptions and achievement that occur in a progressive cascading manner in Chinese children.

show abstract

“…Studies with a high multicultural component, such as those by Pulido and Herrera [60], must also be highlighted. In addition, notably, studies with greater numbers of participants addressed motivational factors [15,44,79,80], while the most homogeneous, in terms of the number of subjects, studied emotional factors. Only McArthur et al [6] studied bad readers and low self-concept, while most studies (eight) addressed academic achievement from a global perspective (average of all subjects).…”

Section: General Description Of the Included Studiesmentioning

confidence: 99%

“…Academic self-concept is subject to age-related dynamics, decreasing from early childhood to adolescence. In early childhood, it is characterized by the overestimation of one's own abilities, and with increasing age, it is influenced, to a large extent, by social comparisons with peers, with feedback from external factors such as parents and teachers [79]. The findings obtained for this variable also show differences depending on the general or specific domain considered.…”

Section: Agementioning

confidence: 99%

Motivational, Emotional, and Social Factors Explain Academic Achievement in Children Aged 6–12 Years: A Meta-Analysis

2021

View full text Add to dashboard Cite

Recent studies highlight the effect of cognitive factors on academic achievement, ignoring motivational, emotional, and social factors. This provides the background for the present study, a meta-analysis on the relationship between academic achievement and motivational factors (motivation, self-concept, and self-esteem), emotional factors (emotional intelligence, emotional competence, and emotional well-being), and social factors (social intelligence, social competence, and social skills) in children aged 6–12 years (37 samples, n = 15,777). The methodology based on the PRISMA protocols was applied: phases of inclusion and exclusion of articles, analysis of effect size, heterogeneity, publication bias, and, finally, meta-regressions and moderation analysis. The results showed a moderate positive effect size (0.321) for motivational and social factors (0.210) and a small positive effect size (0.172) for emotional factors. The moderating effects of age (65% on social factors) and geographical area (52% on motivational factors, 17% on emotional factors, and 76% on social factors) were studied. These results highlight the importance of motivational and social factors regarding academic achievement. In addition, along with the moderating effect of age, that of geographical area emerges strongly given the diversity of contexts studied. Our results highlight the importance that these factors have on academic performance and, therefore, the need to design school plans that address the correct development of these variables.

show abstract

Academic self-concept and achievement in Polish primary schools: cross-lagged modelling and gender-specific effects

Cited by 22 publications

References 105 publications

Does academic and social self-concept and motivation explain the effect of grading on students’ achievement?

Does academic and social self-concept and motivation explain the effect of grading on students’ achievement?

Academic Self‐Perceptions and Academic Achievement in Chinese Children: A Multiwave Longitudinal Study

Motivational, Emotional, and Social Factors Explain Academic Achievement in Children Aged 6–12 Years: A Meta-Analysis

Contact Info

Product

Resources

About