I Like to Do It, I'm Able, and I Know I Am: Longitudinal Couplings Between Domain-Specific Achievement, Self-Concept, and Interest

2007/03/01 by Jaap J A Denissen, Jaap J. A. Denissen, Nicole R Zarrett +3 · 31 citations
Psychology · Social Sciences · #Education, Achievement, and Giftedness #Motivation and Self-Concept in Sports #Career Development and Diversity

paper · doi:10.1111/j.1467-8624.2007.01007.x

Abstract

The longitudinal development of the intraindividual coupling between academic achievement, interest, and self-concept of ability (SCA) was analyzed in a sample of approximately 1,000 children between grades 1 and 12 (ages 6-17). Across all calculated indexes, the average level of coupling was positive. Individuals generally felt competent and interested in domains where they achieve well, and were interested in domains where they perceive their personal strengths. The degree of coupling was the highest between interest and SCA and the lowest between interest and achievement. For all indexes, evidence for an increase in coupling across time was found. Female gender was related to a lower level of coupling. There was evidence for a positive effect of conscientiousness on the amount of coupling.

Citations

• Self-efficacy mechanism in human agency.
• Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance
• Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering

Cited by

• Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics
• Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model
• The Psychology of Academic Achievement
• Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects
• Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study
• Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes
• Adaptive and Effortful Control and Academic Self-efficacy Beliefs on Achievement: A Longitudinal Study of 1 through 3 Graders. [europepmc]
• Joint Contributions of Peer Acceptance and Peer Academic Reputation to Achievement in Academically At Risk Children: Mediating Processes. [europepmc]
• The storm and stress (or calm) of early adolescent self-concepts: within- and between-subjects variability. [europepmc]
• Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment. [europepmc]
• The pivotal role of adolescent autonomy in secondary school classrooms. [europepmc]
• Theory-driven intervention for changing personality: expectancy value theory, behavioral activation, and conscientiousness. [europepmc]
• Longitudinal change in the neural bases of adolescent social self-evaluations: effects of age and pubertal development. [europepmc]
• Assessment of adolescents' motivation for educational attainment. [europepmc]
• More than just IQ: A longitudinal examination of self-perceived abilities as predictors of academic performance in a large sample of UK twins. [europepmc]
• All STEM fields are not created equal: People and things interests explain gender disparities across STEM fields. [europepmc]
• A word on standardization in longitudinal studies: don't. [europepmc]
• Does Everyone's Motivational Beliefs about Physical Science Decline in Secondary School?: Heterogeneity of Adolescents' Achievement Motivation Trajectories in Physics and Chemistry. [europepmc]
• Neural systems for reflected and direct self-appraisals in Chinese young adults: Exploring the role of the temporal-parietal junction. [europepmc]
• Academic Well-Being, Mathematics Performance, and Educational Aspirations in Lower Secondary Education: Changes Within a School Year. [europepmc]
• Gender Stereotypes in a Children's Television Program: Effects on Girls' and Boys' Stereotype Endorsement, Math Performance, Motivational Dispositions, and Attitudes. [europepmc]
• The Interrelatedness of Gender-Stereotypical Interest Profiles and Students' Gender-Role Orientation, Gender, and Reasoning Abilities. [europepmc]
• The Relations of Science Task Values, Self-Concept of Ability, and STEM Aspirations Among Finnish Students From First to Second Grade. [europepmc]
• In-the-Moment Profiles of Expectancies, Task Values, and Costs. [europepmc]
• The More Interest, the Less Effort Cost Perception and Effort Avoidance. [europepmc]
• A Model of Academic, Personality, and Emotion-Related Predictors of University Academic Performance. [europepmc]
• Gender Differences in Mathematics Motivation: Differential Effects on Performance in Primary Education. [europepmc]
• Religious Social Support, Discrimination, and Psychiatric Disorders among Black Adolescents. [europepmc]
• Nature Interest Scale - Development and Evaluation of a Measurement Instrument for Individual Interest in Nature. [europepmc]
• The Role of Stereotype Threat in Ethnically Minoritized Students' Science Motivation: A Four-Year Longitudinal Study of Achievement and Persistence in STEM. [europepmc]
• Social comparison effects on academic self-concepts-Which peers matter most? [europepmc]

Related

• Academic Self-Concept, Interest, Grades, and Standardized Test Scores: Reciprocal Effects Models of Causal Ordering
• Analyzing the developmental relation of academic self-concept and achievement in elementary school children: Alternative models point to different results.
• Academic self‐concept and academic achievement: Relations and causal ordering
• A developmental extension to the multidimensional structure of interests.
• Co-development among reading, math, science, and verbal working memory in the elementary stage