The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study
The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study
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DOI：
10.1037/0022-0663.87.4.624
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发表时间：
1995-12-01
影响因子：
4.9
通讯作者：
vanAken, MAG
中科院分区：
文献类型：
--
作者：
Helmke, A;vanAken, MAG
本文讨论了小学期间能力自我概念和学业成绩的因果顺序问题。问题是（a）自我概念和成就是否相互影响？ (b) 通过分数还是通过测试来评估成绩有区别吗？样本由来自 54 个德国小学班级的 697 名学生组成。该研究的设计允许从二年级到四年级进行 3 次测量。数学成绩通过分数和测试来衡量。结构方程模型分析的结果表明，无论是（通常）仅使用一个指标（分数或测试表现）来衡量成绩，还是将两个指标都集成到模型中，都会产生影响。后一个模型显然支持技能发展模型：在小学，先前的自我概念对随后成就的预测没有显着贡献。
This article addresses the question of the causal ordering of self-concept of ability and academic achievement during elementary school. The questions were (a) Do self-concept and achievement influence each other? and (b) Does it make a difference whether achievement is assessed by marks or by tests? The sample consisted of 697 students from 54 German elementary school classes. The design of the study allowed 3 measurement waves from Grade 2 to Grade 4. Mathematics achievement was measured both by marks and by tests. The results of the structural equation modeling analyses show that it makes a difference whether achievement is (as usually) measured with only one indicator (either mark or test performance), or if both indicators are integrated in the model. The latter model clearly supports the skill development model: In elementary school, prior self-concept does not significantly contribute to the prediction of subsequent achievement.