Annual Meeting of the American Educational Research Association location:San Diego, CA date:13-17 April 2009
This study investigates the development of academic self-concept, academic achievement and their relation from Grade 7 to Grade 12 in a cohort of 2834 adolescents in 50 schools.
Age and sex differences were tested with structural equation modeling (SEM). The results support a reciprocal effects model, indicating that academic achievement has an effect on academic self-concept (skill development model) and that academic self-concept has an effect on academic achievement (self-enhancement model). Significantly different relationships were found for boys and girls, suggesting a reciprocal effects model for boys and a skill development model for girls. The discussion centers on methodological and theoretical issues. Practical implications are discussed briefly.