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1.
Despite the widespread enthusiasm towards grit, little attention has been paid to how stable grit remains over time and what contextual factors can predict longitudinal changes in grit. The present study investigated adolescent students’ grit and its change over one year. We employed nationally representative longitudinal data from a sample of Korean adolescent students (N = 2,590) and their parents (N = 2,590). Specifically, we evaluated the temporal stability of student grit, parent grit and educational expectations as determinants of student grit, and the relative importance of student grit in predicting academic achievement compared to academic self-concept. Results of autoregressive cross-lagged modeling revealed that grit was fairly stable over one year. In addition, parents’ grit and educational expectations for students’ educational attainment emerged as significant predictors of longitudinal changes in students’ grit. Finally, when students’ academic self-concept was controlled, students’ grit was not predictive of their academic achievement. Implications and areas of future research are presented and discussed. 相似文献
2.
This study examined the longitudinal reciprocal relations between academic self-concept, achievement goals (i.e., performance-approach, performance-avoidance, and mastery), and achievement (i.e., self-reported grades) in mathematics. The research aim was twofold. First, we examined the confound hypothesis, which states that performance-approach goals do not feature any incremental validity in predicting achievement over and above students' competence perceptions (i.e., academic self-concept). In addition, we expanded research on the confound hypothesis by also investigating performance-avoidance and mastery goals. Second, we investigated the predictive validity of all three achievement goals for changes in academic self-concept. Seven hundred sixty-nine students (50.78% female) attending the highest track of the German three-tier secondary school system participated in three waves of measurement in Grades 5, 6, and 8. Our findings confirmed the confound hypothesis: Performance-approach goals did not explain achievement over and above academic self-concept. The same findings applied to performance-avoidance and mastery goals. Furthermore, performance-approach goals were positively related to academic self-concept changes, whereas performance-avoidance goals showed a negative relation to academic self-concept changes over time. Mastery goals were not associated to changes in academic self-concept. Academic self-concept and achievement showed positive reciprocal relations. To conclude, our results point to complex relations between achievement goals, academic self-concept, and academic achievement over time. 相似文献
3.
This study is designed to test a reciprocal causation, cross-lagged model of self-concept, self-efficacy, and achievement in a postsecondary STEM course. Both self-efficacy and self-concept are known to be related to achievement; however, there is a need to untangle the relationship between the two constructs as well as their association to achievement across time to best direct future research efforts. To achieve this research interest, a longitudinal measurement strategy was used to measure chemistry self-concept and self-efficacy for learning and performance before and after achievement measures (i.e., two term examinations) in a postsecondary organic chemistry course context. A reciprocal causation, cross-lagged model best fits the data as a representation of the relationships between these three measures over time as compared to autoregressive, performance effects, and self-belief effects models. Significant paths in the reciprocal causation, cross-lagged model include the first self-concept measure to the first achievement measure as well as from the second self-concept measure to the third self-efficacy measure. Relationships from achievement to each subsequent self-belief measure were also significant. This study demonstrates the ability of longitudinal measurements of multiple constructs in postsecondary STEM educational research to collect nuanced information that is overlooked when pre-measure designs of single constructs are used. In the classroom, an initial measure of self-concept can inform instructors of the likelihood of students to succeed on an initial achievement measure, at which point they may choose to implement some of the targeted intervention strategies from literature. 相似文献
4.
为了探讨学业自我概念和学业成绩的纵向关系,以及该纵向关系在城市与流动儿童之间的差异,本研究使用问卷调查法对653名城市儿童和686名流动儿童进行连续五次追踪。交叉滞后结构方程模型分析发现:(1)虽然总体上学业自我概念和学业成绩的纵向关系支持了交互影响模型,但儿童类型具有显著调节作用,城市儿童支持了发展观,而流动儿童则支持了交互影响模型;(2)在七年级上学期到八年级下学期期间,流动儿童先前的学业成绩对后来的学业自我概念的影响显著大于城市儿童。未来教育实践中要注重群体差异,因材施教,努力培养流动儿童的积极学业心理品质。 相似文献
5.
Sehee Hong Sung-Kyung Yoo Sukkyung You Chih-Chun Wu 《Journal of Experimental Education》2013,81(4):419-439
This study focused on comparing the longitudinal associations between two types of parental involvement (i.e., mathematics value and academic reinforcement) and high school students’ mathematics achievement, using data from the Longitudinal Study of American Youth(LSAY). Results, based on multivariate autoregressive cross-lagged modeling, indicated that parents’ academic reinforcement had no effect on students’ mathematics achievement and vice versa; however, a statistically significant positive reciprocal influence existed between parents’ mathematics value and students’ mathematics achievement throughout high school. This result not only reaffirms that parental involvement is a multidimensional construct but also implies that parental involvement has a domain-specific effect. Results from multigroup analyses revealed that students’ gender did not have a differential effect on these associations. 相似文献
6.
This longitudinal study examined cross-lagged relations of self-concepts of ability and achievement emotions (i.e., enjoyment, boredom, anxiety) in two central school subjects (i.e., mathematics and literacy). Adolescents (N = 848) reported their achievement emotions and self-concepts of ability four times during Grades 6 and 7. The pattern of results was different for mathematics and literacy subjects. For mathematics the results of random intercept cross-lagged panel models showed a positive reciprocal relationship between self-concepts of ability and enjoyment and a negative reciprocal relationship between self-concept and anxiety. Lower self-concepts of ability in mathematics also predicted higher boredom in mathematics but not vice versa. For literacy, in turn, self-concept of ability did not predict any of the achievement emotions and emotions did not predict literacy self-concept of ability. The results suggest that achievement emotions act as sources as well as consequences of adolescents’ self-concepts of ability, particularly in mathematics. 相似文献
7.
Jaana Viljaranta Asko Tolvanen Kaisa Aunola Jari-Erik Nurmi 《Scandinavian Journal of Educational Research》2014,58(6):734-756
Only a few studies have examined the direction of associations between academic achievement, interest, and self-concept of ability simultaneously by using longitudinal data over several school years. To examine the cross-lagged relationships between students' interest, self-concept of ability, and performance in mathematics and reading, longitudinal data from Grade 1 to Grade 7 of comprehensive school was gathered from 216 students. The results showed that, in both reading and math, performance predicted students' subsequent self-concept of ability. Some evidence was also found that math performance predicts subsequent interest in mathematics, and that self-concept of math ability mediates the impact of math performance on interest. No evidence was found for the assumption that self-concept of ability or interest would predict subsequent academic performance. 相似文献
8.
Alexander Seeshing Yeung 《教育心理学》2011,31(6):749-772
Students’ self-concept and effort in schoolwork are known to have significant influences on essential academic outcomes, but self-concept and effort may decline as students grow up. Students from 16 schools in Sydney (N?=?2200) were asked to rate on two self-concept components (competency and affect) and effort in schoolwork. Based on measures established in confirmatory factor analysis, a 5 (grade: 3rd, 5th, 7th, 9th, 11th) × 2 (gender: boys, girls) × 3 (measure: competency, affect, effort) repeated-measures ANOVA found that: (a) for all variables, scores were lower for higher grade levels; (b) boys were lower in affect and effort; (c) particularly for effort, gender differences favouring girls in primary became negligible in higher secondary; and (d) differences between primary and secondary tended to be greater for girls. Educators and curriculum designers need to consider the self-concept and effort of boys in the primary and girls in the secondary. 相似文献
9.
Thea peetsma Tina Hascher Ineke van der Veen Ewoud Roede 《European Journal of Psychology of Education - EJPE》2005,20(3):209-225
The present study focused on the relations between the self-efficacy, social self-concept, time perspectives, school investment
and academic achievement of students in four different European countries and in different adolescence periods. A total of
1623 students completed questionnaires. The relations between the concepts proved not to be specific to the Western or to
the former Communist bloc countries studied. The expected general decline in investment and academic achievement over the
adolescence period showed up in all four countries studied. Contrary to our hypothesis, however, this decline could not be
explained by growing influences of either social self-concept or time perspectives regarding personal development on their
investment. In fact, the effects of social self-concept were strongest for the youngest adolescence group. Students’ social
self-concept was the best predictor for their investment, while self-efficacy proved to predict academic achievement best
in all adolescence periods. 相似文献
10.
Academic self-concept, interest, grades, and standardized test scores: reciprocal effects models of causal ordering 总被引：1，自引：0，他引：1
Reciprocal effects models of longitudinal data show that academic self-concept is both a cause and an effect of achievement. In this study this model was extended to juxtapose self-concept with academic interest. Based on longitudinal data from 2 nationally representative samples of German 7th-grade students (Study 1: N = 5,649, M age = 13.4; Study 2: N = 2,264, M age = 13.7 years), prior self-concept significantly affected subsequent math interest, school grades, and standardized test scores, whereas prior math interest had only a small effect on subsequent math self-concept. Despite stereotypic gender differences in means, linkages relating these constructs were invariant over gender. These results demonstrate the positive effects of academic self-concept on a variety of academic outcomes and integrate self-concept with the developmental motivation literature. 相似文献
11.
The reciprocal internal/external frame of reference model (RI/EM) extends the internal/external frame of reference model (I/EM) over time and the reciprocal effects model (REM) across domains. The RI/EM postulates positive developmental relations between academic achievement and self-concept within a domain and negative relations across two non-matching domains (e.g., math and English). However, until now, empirical investigations of the RI/EM had only focused on secondary school students from specific countries. In the present study, we test whether the RI/EM also applies to primary school students and to students in the United States, by using a representative longitudinal data set: the Early Childhood Longitudinal Study-Kindergarten (ECLS-K: 1998–1999). We found positive reciprocal relations between academic self-concept and standardized test scores within a domain, whereas the effect of prior achievement on self-concept was much stronger (skill-development part) than the effect of self-concept on achievement (self-enhancement). Furthermore, we found negative effects of achievement on subsequent self-concepts across domains (I/E frame of references). Overall, the findings of the study strongly support the RI/EM for primary school students. Our results are compared to previous findings in the literature for secondary school students and are discussed with regard to self-concept formation in primary school. 相似文献
12.
RITA BAKAN 《Journal of Educational Measurement》1971,8(4):317-319
The relationship of achievement-variability (standard deviation of grades) to changes over time in academic achievement and self-concept of academic ability was investigated. Compared were 112 students having near average grade point averages (GPAs) but very high or very low achievement variability (AV) indices. The high AV group showed a significantly greater drop (17 less than .05) in both GPA and self-concept of academic ability over the 5-year period. There were no significant differences between the groups in intelligence scores or socio-economic status ratings. 相似文献
13.
Vasalampi Kati Pakarinen Eija Torppa Minna Viljaranta Jaana Lerkkanen Marja-Kristiina Poikkeus Anna-Maija 《European Journal of Psychology of Education - EJPE》2020,35(3):625-646
According to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.
相似文献14.
This study investigated the development of academic self-concept and language achievement from Grade 7 to Grade 12 by repeated assessment of 2826 Flemish adolescents in 50 secondary schools. Latent growth curve modeling showed that both girls and boys experience a declining academic self-concept during the period of secondary education and that girls declined at a faster rate. Furthermore, girls were shown to have an increase in Dutch language achievement over time, whereas boys showed a decrease in middle years, followed by an increase from Grade 9 on. The multivariate multilevel growth curve model suggested that the evolution of academic self-concept was not related to the evolution in achievement, neither at the individual level, nor at the school level. There is, however, a positive relation between students’ academic self-concept and their achievement, the magnitude of which decreased throughout secondary school. At the school level, the correlation is small, but also positive, except for the girls from Grade 10 on. The results are discussed in relation to the reciprocal effects model and the developmental perspective regarding the self-concept/achievement relation. 相似文献
15.
The aim of the present study was to further examine the impact over time of single‐sex and coeducational school environments on girls’ motivation in language arts and mathematics. Two cohorts comprising 340 girls (7th to 9th grade; 9th to 11th grade) from eight coeducational and two single‐sex schools were followed during a period of three academic years in a longitudinal research scheme. Data were collected with a self‐reported questionnaire including several scales: parental and teachers’ support, competence beliefs, utility‐value and achievement goals. In general, mixed‐design repeated measures analyses of variance indicated no effect of the environment or of the interaction between environment and time of measurement. Significant time effects on several variables indicated a general decline of achievement motivation over time. Consequently, the multiplication of non‐mixed high schools, as proposed by some, would constitute an expensive and inefficient social policy, as far as girls’ motivation is concerned. 相似文献
16.
This meta-analysis integrated 143 primary studies on the relationship of attitude toward self and social factors with achievement in mathematics. Attitude was decomposed into self-concept about mathematics, perception of family support, and perception of mathematics as a male domain. Major findings included: (a) self-concept, family support, and mathematics as a male domain were all related to achievement; (b) the three relationships did not show significant gender differences; (c) the three relationships consistently decreased from the junior high grades to the senior high grades; (d) the relationship between self-concept and achievement varied as a function of ethnicity, whereas the relationship between family support and achievement was consistent across ethnic background; (e) the three relationships all varied across sample selection; (f) the relationship between self-concept and achievement varied with sample size, whereas the relationships of family support and mathematics as a male domain with achievement were sample-size invariant; (g) the relationship between self-concept and achievement increased over time, whereas the relationships of family support and mathematics as a male domain with achievement remained almost unchanged over time; and (h) there were no statistically significant interaction effects among gender, grade, and ethnicity for any of the three relationships. 相似文献
17.
Frédéric Guay Catherine F. Ratelle Amélie Roy David Litalien 《Learning and individual differences》2010,20(6):644-653
Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 high school students (404 boys and 521 girls) were asked to complete a questionnaire on two occasions separated by a year interval. Results from SEM analyses provided good support for the hypothesized model positing that autonomous academic motivation mediates the academic self-concept–academic achievement relation. Results are discussed in light of self-determination theory and self-concept theory. 相似文献
18.
Executive functioning (EF) is associated with children’s math skill development, both concurrently and longitudinally. However, it is not known how components of EF might be related to mathematics skills and vice versa over the course of elementary school. The present study addresses this issue by investigating relations between math achievement and two key components of EF -- working memory (WM) and cognitive flexibility (CF) -- from kindergarten to 5th grade, using the large-scale nationally representative dataset (N = 18,174) from the Early Childhood Longitudinal Study-Kindergarten (ECLS-K: 2011). Results from cross-lagged panel models with fixed effects support a transactional theoretical model, demonstrating a long-term reciprocal relationship between WM and math achievement from kindergarten to 5th grade and between CF and math achievement from 2nd grade to 5th grade. However, we found that reciprocal relations decrease as children grow older, suggesting that their math achievement relies less on EF and more on prior math knowledge over time. 相似文献
19.
Based on Lewin's Field Theory, Bronfenbrenner's Bioecological Systems Theory and social network analysis, the authors collected data from 405 Chinese adolescents about their peer relations, chronic self-concept levels and learning condition variables through questionnaire distributing, and from their teachers about their annual average academic achievement. It is proposed that the impacts of peer relations should be studied from a psycho-ecological perspective by considering the direct and joint effects of peer relations and student bio-psychological environment (as for instance chronic self-concept) on student outcomes. With hierarchical multiple regression analysis, hypothesis formulated on the research purpose was tested to be almost true. Finally, theoretical and practical implications were discussed. 相似文献
20.
The aim of this study was to examine lower secondary school students' (N = 1152) pathways to educational aspirations. The study used multi-group structural equation modelling to investigate the predictions of academic self-concept, school burnout, achievement, and interest in mathematics and reading, in relation to educational aspirations for boys and girls. While certain factors were influential for students' academic aspirations irrespective of gender, some interesting differences also emerged. Academic self-concept and interest in reading predicted educational aspirations for both groups. However, gendered pathways emerged in how achievement and interest in mathematics predicted educational aspirations. Interest in mathematics predicted girls’ educational aspirations, whereas mathematics achievement was a significant predictor for boys. School burnout had negative indirect effects through interest in reading and mathematics in both groups, but for girls, there was also a direct positive effect on educational aspirations. 相似文献