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ERIC Number: ED423271
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 39
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Testing for Causal Predominance between Academic Self-concept and Academic Achievement: A Developmental Perspective.
Byrne, Barbara M.
This study is an attempt to determine if it is possible to establish causal direction between academic self-concept and academic achievement, focusing on whether academic self-concept and the subject-matter self-concepts of English and mathematics serve to generate academic, English, and mathematics achievements, respectively. This study of causal predominance was tested at grades 3, 7, and 11. Parental consent was received for 252 grade 3 students, 290 grade 7 students, and 335 grade 11 students. Students at each grade level completed measures of self-concept and data relevant to academic achievement and academic self-concept were collected. Of the nine sets of parameters tested for causal predominance (three at each grade level), direction of cause was established for six. However, inconclusive findings resulted for English self-concept and English achievement relations for children in grade 3, and for academic self-concept and achievement relations and mathematics self-concept and mathematics achievement relations in grade 7. For both grades 3 and 11, tests of causal predominance for academic self-concept/achievement relations and mathematics self- concept/achievement relations demonstrated a clear flow of causality from achievement to self-concept. However, for English, a reverse pattern was demonstrated (from English self-concept to English achievement). Possible explanations are explored for results that suggest that direction of cause may be a function of subject area rather than, or in addition to, age. (Contains 4 tables, 3 figures, and 50 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A