Academic self-concept and achievement in Polish primary schools: Cross-lagged modelling and gender-specific effects

• Autores: Paweł Grygiel, Michał Modzelewski, Jolanta Pisarek
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 32, Nº 3, 2017, págs. 407-429
• Idioma: inglés
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• Resumen

  • This study reports relationships between general academic self-concept and achievement in grade 3 and grade 5. Gender-specific effects were investigated using a longitudinal, two-cycle, 3-year autoregressive cross-lagged panel design in a large, representative sample of Polish primary school pupils (N = 4226). Analysis revealed (a) reciprocal relations between general academic self-concept and achievement over time but the influence of prior achievement on self-concept was stronger; (b) on average, levels of both constructs declined over time; (c) gender differences were not observed in longitudinal relations (i.e. cross-lagged, autoregressive and intra-wave correlations); (d) girls demonstrated higher mean levels of academic achievement at both grades; and (e) average level of general academic self-concept was not gender differentiated in grade 3 but decreased more for girls. These results are discussed in the light of the theoretical and practical implications.