ERIC Number: EJ989147
Record Type: Journal
Publication Date: 2012-Oct
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0140-1971
EISSN: N/A
Academic Motivation, Self-Concept, Engagement, and Performance in High School: Key Processes from a Longitudinal Perspective
Green, Jasmine; Liem, Gregory Arief D.; Martin, Andrew J.; Colmar, Susan; Marsh, Herbert W.; McInerney, Dennis
Journal of Adolescence, v35 n5 p1111-1122 Oct 2012
The study tested three theoretically/conceptually hypothesized longitudinal models of academic processes leading to academic performance. Based on a longitudinal sample of 1866 high-school students across two consecutive years of high school (Time 1 and Time 2), the model with the most superior heuristic value demonstrated: (a) academic motivation and self-concept positively predicted attitudes toward school; (b) attitudes toward school positively predicted class participation and homework completion and negatively predicted absenteeism; and (c) class participation and homework completion positively predicted test performance whilst absenteeism negatively predicted test performance. Taken together, these findings provide support for the relevance of the self-system model and, particularly, the importance of examining the dynamic relationships amongst engagement factors of the model. The study highlights implications for educational and psychological theory, measurement, and intervention. (Contains 2 tables and 3 figures.)
Descriptors: Academic Achievement, Homework, Student Motivation, Longitudinal Studies, High School Students, Self Concept, Heuristics, Prediction, Attendance, Models, Educational Theories, Intervention, Measurement, Student Attitudes, Learner Engagement
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A