Some Antecedents of Academic Self-concept
A Longitudinal Study
Bibliographic Data
| ID | 5264769 |
|---|---|
| Authors | James W Chapman (0000-0002-9364-8118, Massey University, corresponding author), Robert Lambourne, R A Lambourne (Massey University), Phil A Silva (0000-0002-5930-7424, University of Otago) |
| Year | 1990 |
| Volume | 60 |
| Issue | 2 |
| Pages | 142-152 |
| Publication date | 1990-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1990.tb00931.x |
| PMID | 2378805 |
| OpenAlex | W2006529980 |
| Language | EN |
| Citations received | 5 |
The influence of cognitive, achievement, and family background variables on academic self-concept was examined for 435 students participating in a major longitudinal study in New Zealand. Family background variables included mother's marital status at the birth of the child, family socio-economic status at the time the child was born, and family environment when the child was 7 years and 9 years of age. These factors were not significantly related to academic self-concept at ages 9 and 11. In addition, the general emotional status of mothers when their child was 3 years and 5 years old was not significantly related to academic self-concept at ages 9 and 11. Mother's intelligence when the child was 3 years, and mother's expectations for school performance when the child started school at age 5 were not significantly related to academic self-concept. Similarly, cognitive and intellectual functioning at ages 3, 5, 7, and 9 years were not significantly related to academic self-concept at ages 7 and 9 years. Rather, academic self-concept at age 11 appeared to be influenced primarily by reading achievement and academic self-concept at age 9, and academic self-concept at age 9 was influenced primarily by reading achievement at age 7. It was concluded that academic self-concept is mainly a product of school achievement, and that any influence home background factors may have are likely to occur by means of their effect on school achievement
Academic achievement · Cognition · Developmental psychology · Longitudinal study · Marital status · Population · Reading (process) · Self-concept · Sociology · Demography · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Parental Involvement in Education · Psychology
A Meta-analysis of the Longitudinal Relationship Between Academic Self-Concept and Academic Achievement
Cultures of teaching in childhood
Reclaiming kindergarten
The Causal Relationship Between Academic Self-Concept and Academic Achievement for Students With Disabilities
An assessment of anxiety levels in dyslexic students in higher education
| Citations per year | 0.2 |
|---|---|
| Citation span | 2001 - 2021 (21) |
| Highly cited | No |