Academic Self-Concept as a Predictor of Achievement for a Sample of Elementary School Students

Bibliographic Data

ID13670858
AuthorsMark A Lyon (University of Wisconsin–River Falls, corresponding author), Nan T MacDonald (South Washington County Schools, Minnesota)
Year1990
Volume66
Issue3_suppl
Pages1135-1142
Publication date1990-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenuePsychological Reports (JOURNAL)
Journal identifiersISSN: 0033-2941 • E-ISSN: 1558-691X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.1990.66.3c.1135
PMID2385702
OpenAlexW2061084027
LanguageEN
Citations received1
References cited24

This study examined the relationship of academic self-concept scores of 122 children with their achievement in Grade 6 as compared to general self-concept and locus of control. Academic self-concept correlated significantly higher with teachers' grades and standardized measures of achievement than either general self-concept or locus of control. A multiple regression analysis also confirmed the potential usefulness of academic self-concept for predicting students' achievement. Academic self-concept may be a more useful construct in helping understand students' achievement than frequently administered measures of general self-concept

Academic achievement · Construct (python library · Developmental psychology · Locus of control · Mathematics education · Regression analysis · Sample (material · Self-concept · Self-control · Statistics · Career Development and Diversity · Education, Achievement, and Giftedness · Mathematics · Motivation and Self-Concept in Sports · Psychology · Social Psychology

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