Re‐examining the reciprocal effects model of self‐concept, self‐efficacy, and academic achievement in a comparison of the Cross‐Lagged Panel and Random‐Intercept Cross‐Lagged Panel frameworks

2019 ◽  
Vol 90 (1) ◽  
pp. 77-91 ◽  
Author(s):  
Richard A. Burns ◽  
Dimity A. Crisp ◽  
Robert B. Burns
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Self Concept ◽  
Reciprocal Effects ◽  
Random Intercept ◽  
The Cross

scholarly journals O autoconceito de estudantes de ensino médio e sua relação com desempenho acadêmico: Uma revisão sistemática

2018 ◽  
Vol 31 (1) ◽  
pp. 21
Author(s):  
Guilherme Da Silva Gasparotto ◽  
Thaynara Do Prado Szeremeta ◽  
Gislaine Cristina Vagetti ◽  
Tania Stoltz ◽  
Valdomiro De Oliveira
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Web Of Science ◽  
Educational Achievement ◽  
Self Psychology ◽  
Self Concept ◽  
School Students ◽  
The Relationship

O objetivo do estudo foi revisar sistematicamente as pesquisas que analisaram a relação do autoconceito com o rendimento acadêmico de adolescentes do ensino médio, bem como verificar quais variáveis e contextos dentro da escola foram abordados em conjunto ao autoconceito, para melhor explicar essa relação. A revisão incluiu estudos publicados nos últimos 10 anos nas bases eletrônicas de trabalhos científicos: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO e Web of Science. Foram utilizados os descritores caracterizando componentes do autoconceito (self, self-concept e self-psychology) com os descritores relacionados ao rendimento acadêmico, em que também se considerou a capacidade acadêmica percebida (academic achievement, underachievement, educational achievement, perception of competence, competence perception, self-efficacy). Dez estudos foram incluídos na revisão. A relação entre autoconceito e desempenho acadêmico mostrou-se consistente e se confirmou em nove dos 10 trabalhos. Outras variáveis também se apresentaram importantes na explicação do desfecho do rendimento acadêmico, tais como a motivação acadêmica, a prática de atividades extracurriculares, a autoeficácia acadêmica e o envolvimento dos pais.Palavras-chave:Estudantes; Psicologia do self; Adolescente; Avaliação do rendimento ABSTRACTThe aim of the study was to systematically review the studies that analyzed the relationship between self-concept and academic achievement in high school students, as well as to verify which variables and contexts within the school were approached together with self-concept, to better explain this relationship. The review included studies published in the last ten years in the scientific electronic databases: ERIC/Thesaurus, MEDLINE/Pubmed, SportDiscus, SciELO and Web of Science. The descriptors that characterized the components of self-concept used were those of self, self-concept and self-psychology, and the descriptors related to academic achievement, academic achievement, underachievement, educational achievement, perception of competence, competence perception and self-efficacy. Ten studies were included in the review. The relationship between self-concept and academic performance was consistent and confirmed in nine of the ten papers. Other variables that were important in explaining the academic achievement were academic motivation, the practice of extracurricular activities, academic self-efficacy and parental involvement.Keywords:Students; Self-psychology; Adolescent; Performance assessment

scholarly journals How causal is a reciprocal effect? Contrasting traditional and new methods to investigate the reciprocal effects model of self-concept and achievement

2022 ◽  
Author(s):  
Nicolas Hübner ◽  
Wolfgang Wagner ◽  
Steffen Zitzmann ◽  
Benjamin Nagengast
Keyword(s):  
Large Body ◽  
Reciprocal Relationship ◽  
Continuous Treatment ◽  
Self Concept ◽  
Reciprocal Effects ◽  
Reciprocal Effect ◽  
New Methods ◽  
Random Intercept ◽  
The Relationship ◽  
Weighting Methods

The relationship between students’ subject-specific academic self-concept and their academic achievement is one of the most widely researched topics in educational psychology. A large body of this research has considered cross-lagged panel models (CLPMs), oftentimes synonymously referred to as reciprocal effects models (REMs), as a gold standard to investigate the causal relations between the two variables and has reported evidence for a reciprocal relationship between self-concept and achievement. However, more recent methodological research questioned the plausibility of assumptions that need to be satisfied in order to interpret results from traditional CLPMs causally. In this substantive-methodological synergy, we aimed at contrasting traditional and more recently developed methods to investigate reciprocal effects of students’ academic self-concept and achievement. Specifically, we compared results from CLPMs, from full forward CLPMs (FF-CLPMs), and from random intercept CLPMs (RI-CLPMs) with two weighting approaches developed to study causal effects of continuous treatment variables. To estimate these different models, we used rich longitudinal data of N = 3,757 students from lower secondary schools in Germany. Results from CLPMs, FF-CLPMs, and weighting methods support the reciprocal effects model, particularly when considering math self-concept and grades. In contrast, results from the RI-CLPMs were less consistent. Implications from our study for the interpretation of effects from the different models and methods as well as for school motivation theory are discussed.

A Test of the Reciprocal-Effects Model of Academic Achievement and Academic Self-Concept in Regular Classes and Special Classes for the Gifted

2017 ◽  
Vol 61 (2) ◽  
pp. 103-116 ◽  
Author(s):  
Franzis Preckel ◽  
Isabelle Schmidt ◽  
Eva Stumpf ◽  
Monika Motschenbacher ◽  
Katharina Vogl ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Self Concept ◽  
Reciprocal Effects ◽  
Regular Classes ◽  
Special Classes

Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety?

2012 ◽  
Vol 22 (6) ◽  
pp. 747-758 ◽  
Author(s):  
Lazar Stankov ◽  
Jihyun Lee ◽  
Wenshu Luo ◽  
David J. Hogan
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Self Concept

Reciprocal effects of self-concept and academic achievement in sixth and seventh grade

1995 ◽  
Vol 24 (3) ◽  
pp. 295-314 ◽  
Author(s):  
Dean R. Hoge ◽  
Edna K. Smit ◽  
John T. Crist
Keyword(s):  
Academic Achievement ◽  
Self Concept ◽  
Reciprocal Effects ◽  
Seventh Grade

scholarly journals Hubungan Antara Self-Efficacy Akademik dan Konsep Diri Akademik dengan Prestasi Akademik

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 1125
Author(s):  
Lisa Ratriana Chairiyati
Keyword(s):  
Academic Achievement ◽  
Regression Analysis ◽  
Statistical Analysis ◽  
Self Efficacy ◽  
Computer Method ◽  
Self Concept ◽  
Independent Variables ◽  
The Relationship ◽  
Academic Self Efficacy ◽  
Two Independent Variables

This study discusses the relationship between academic self-efficacy and academic self-concept with academic achievement. The design of the study was descriptive - correlational, with a study sample of 192 children. Statistical Analysis with SPSS computer method (Statistical Package for Social Science) version 17.0 for windows is used to find out characteristics of the respondents, and the regression analysis between the two independent variables (self-efficacy and academic self-concept academic) and the dependent variable (academic achievement) produce models regression . The results showed only variable Self-Efficacy (SE) contributes positively to academic achievement. It is supported by the value of t-statistic greater than 1, 645 for the value . Hence it can be said that the dependent variable (academic achievement) can be predicted with self-efficacy academic. 

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