Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of…

(This study examines the directionality of the associations among cognitive assets (IQ, academic achievement), motivational beliefs (academic self-concept, task values), and educational and occupational aspirations over time from late adolescence (Grade 10) into early adulthood (5 years post high school). Participants were from a nationally…

This study examines educational and psychological correlates of academic resilience using within-network and between-network validity approaches. Based on a sample of 402 Australian high-school students, a newly developed unidimensional academic resilience construct found within-network validity by way of sound item and factor properties. In terms…

Multicollinearity is a well-known general problem, but it also seriously threatens valid interpretations in structural equation models. Illustrating this problem, J. Pietsch, R. Walker, and E. Chapman (2003) found paths leading to achievement were apparently much larger for self-efficacy (.55) than self-concept (-.05), suggesting--erroneously, as…

Using 559 fifth graders, measures were collected to assess multiple dimensions of academic self-attribution, self-concept, and inferred self-concept, and academic achievement. The specificity and predictability of the observed patterns of relations support the construct validity of interpretations based on both the self-attribution and…

Extending research on the Marsh/Shavelson model of self-concept, a set of 14 academic self-concept scales was related to school performance in 8 school subjects for a sample of 507 high school students. Correlations between matching areas of self-concept and achievement (0.45 to 0.70; mean r=.57) were substantial and larger than correlations…

The present investigation examined the content specificity of math and English anxieties, tested the generality of predictions from the internal/external (I/E) frame of reference model to anxiety responses, and studied sex differences in anxiety responses. Structural equation models, using LISREL, were fit to data from the High School and Beyond…

This investigation examines empirical support for the internal/external frame of reference model that describes the relation between Verbal and Math self-concepts, and between these academic self-concepts and verbal and math achievement. (Author/LMO)

This investigation examines empirical support for the internal/external (I/E) frame of reference model which describes the relationships between verbal and math self-concepts, and between these academic self-concepts and verbal and math achievement. The empirical tests are based on all studies (n=6,010; ages 7 to 35 years) that have employed any…

Newman (1984) examined the causal relations between math self-concept and math achievement in an 8-year longitudinal study using Linear Structural Relations (LISREL) analyses. He concluded that math self-concept did not influence subsequent math achievement. However, the study suffered in that math self-concept was inferred from a single-item…

Marsh and Parker (1984) described the big-fish-little-pond effect (BFLPE) whereby equally able students have lower academic self-concepts in high-ability schools than in low-ability schools. The present investigation, a reanalysis of the Youth in Transition data, supported the generality of the earlier findings and demonstrated new theoretical…