Reciprocal effects of self-concept and academic achievement in sixth and seventh grade

A 2-year longitudinal study of 322 6th and 7th graders compared 3 levels of self-concept (high, middle, and low) and studied the effects of self-concept on achievement and achievement on self-concept. Influences of self-concept on grades were weak, but grades had a modest influence on self-concept....

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Bibliographic Details
Published inJournal of youth and adolescence Vol. 24; no. 3; pp. 295 - 3143
Main Authors Hoge, D.R, Smit, E.K, Crist, J.T
Format Journal Article
LanguageEnglish
Published New York, NY Springer 01.06.1995
Plenum Press
Springer Nature B.V
Subjects
Academic Achievement
Achievement
Adolescents
Biological and medical sciences
Child psychology
Educational psychology
Elementary Education
Elementary School Students
Fundamental and applied biological sciences. Psychology
Grade 6
Grade 7
Grades (Scholastic)
Longitudinal Studies
Middle school students
Middle schools
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Reciprocity
Relationship
Self Concept
Self esteem
Self image
self-perception
Selfconcept
Students
USA
Human
School age
Follow up study
Self concept
Child
Academic ability
Preadolescent
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Summary:A 2-year longitudinal study of 322 6th and 7th graders compared 3 levels of self-concept (high, middle, and low) and studied the effects of self-concept on achievement and achievement on self-concept. Influences of self-concept on grades were weak, but grades had a modest influence on self-concept. (SLD)
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
ISSN:0047-2891
1573-6601
DOI:10.1007/BF01537598