ERIC Number: ED239141
Record Type: RIE
Publication Date: 1983-Aug
Reference Count: 0
Academic Achievement and Self-Concept of Academic Ability: A Four-Year Longitudinal Study.
Shaw, Robert A.
Although academic achievement and self-concept of academic ability (SCAA) have a reciprocal relationship, studies on the directionality of the relationship are inconclusive. To investigate this relationship in an entire grade cohort in a small city high school, 429 students in grades 9 and 12 were administered a modified version of Brookover's Self-Concept of Academic Ability Scale. Grade point averages (GPA) from school records and standardized test scores for 96 of the 429 students were collected. An analysis of the results showed that grade 9 GPA had a significant effect on grade 12 SCAA in the comprehensive (non-college preparatory) schools. However, the causal patterns were different in the exclusive, college preparatory school where frequency of communication with teachers, parents, and peers seemed to play an important role in SCAA. Grades affected grade 12 SCAA only when they were the primary indicator of teachers' perceptions of students' academic ability. Standardized achievement tests were not significantly related to SCAA. The data suggest that a skills-enhancement approach will be the most effective way to increase achievement and that visible feedback through a number of channels will increase students' SCAA. (BL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the American Psychological Association (91st, Anaheim, CA, August 26-30, 1983).