Academic Self-Perceptions and Academic Achievement in Chinese Children: A Multiwave Longitudinal Study

2020/03/14 by Rui Fu, Jinsol Lee, Jin-Sol Lee +2 · 49 citations
Psychology · Social Sciences · #Academic achievement #Developmental psychology #Early Childhood Education and Development #Education, Achievement, and Giftedness #Grit, Self-Efficacy, and Motivation #Latent growth modeling #Longitudinal study #Perception #Psychology #Self-concept

paper · doi:10.1111/cdev.13360

published in Child Development 91(5), 1718-1732 (Wiley)

openalex publication_date 2020/03/14 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/26

Abstract

Abstract This study examined reciprocal contributions between academic self-perceptions and academic achievement. Data were collected each year in four consecutive years from a sample of children in China (initial N = 1,156; 581 boys; initial Mage = 9.33 years). Analyses using random intercept cross-lagged panel models revealed that the effects of academic achievement on self-perceptions tended to be more evident in lower grades and the effects of academic self-perceptions on achievement tended to be more evident in higher grades. Latent growth curve analyses showed that the initial level of academic self-perceptions and achievement moderated the growth of each other. The results indicate the contributions between academic self-perceptions and achievement that occur in a progressive cascading manner in Chinese children.

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