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Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks

Katrin, A.; Marsh, H.W.; Pekrun, R.; Lichtenfeld, S.; Murayama, K.; Vom Hofe, R.

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks Thumbnail


Authors

A. Katrin

H.W. Marsh

R. Pekrun

K. Murayama

R. Vom Hofe



Abstract

This study examines reciprocal effects between self-concept and achievement by considering a long time span covering grades 5 through 9. Extending previous research on the reciprocal effects model (REM), this study tests (1) the assumption of developmental equilibrium as time-invariant cross-lagged paths from self-concept to achievement and from achievement to self-concept, (2) the generalizability of reciprocal relations when using school grades and standardized achievement test scores as achievement indicators, and (3) the invariance of findings across secondary school achievement tracks. Math self-concept, school grades in math, and math achievement test scores were measured once each school year with a representative sample of 3,425 German students. Students’ gender, IQ, and socioeconomic status (SES) were controlled in all analyses. The findings supported the assumption of developmental equilibrium for reciprocal effects between self-concept and achievement across time. The pattern of results was found to be invariant across students attending different achievement tracks and could be replicated when using school grades and achievement test scores in separate and in combined models. The findings of this study thus underscore the generalizability and robustness of the REM.

Citation

Katrin, A., Marsh, H., Pekrun, R., Lichtenfeld, S., Murayama, K., & Vom Hofe, R. (2017). Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks. Journal of Educational Psychology, 109(5), 621-634. https://doi.org/10.1037/edu0000163

Journal Article Type Article
Acceptance Date Oct 23, 2016
Online Publication Date Jul 1, 2017
Publication Date Jul 1, 2017
Deposit Date Nov 7, 2017
Publicly Available Date Mar 28, 2024
Journal Journal of Educational Psychology
Print ISSN 0022-0663
Electronic ISSN 1939-2176
Publisher American Psychological Association
Peer Reviewed Peer Reviewed
Volume 109
Issue 5
Pages 621-634
DOI https://doi.org/10.1037/edu0000163
Related Public URLs http://centaur.reading.ac.uk/66859/

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© 2017 APA, all rights reserved. This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.




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