Abstract
Academic self-concept is one of the most important non-cognitive variables in determining students’ attitudes towards school and their performance. The objective of this study was to use a longitudinal approach to analyze how academic self-concept changed between primary and secondary schools and to analyze the factors that affected that progression. The sample consisted of 7379 students (47.4% girls) evaluated at two time-points: fourth grade and eighth grade. Six schooling pathways were analyzed: repeating a year before fourth grade, repeating between fourth and eighth grade, and repeating eighth grade. Five two-level hierarchical linear models of intrasubject means were assessed. The results indicate that academic self-concept falls dramatically between primary school and secondary school, varying according to background variables. Nevertheless, the most influential factor was the students’ schooling pathway. This study reinforces the evidence that, at least in the Spanish context, educational policies need to address alternatives to repetition.
Highlights
IntroductionThree models have been developed based on how the relationship between academic self-concept and school performance is understood
There is solid evidence indicating that academic self-concept—students’ perceptions of their academic abilities—is associated with variables such as educational results, intelligence, neuropsychological maturity, motivation, creativity, and empathy (e.g., [1–14]).Three models have been developed based on how the relationship between academic self-concept and school performance is understood
These include gender [21–26], socio-economic level [27–31], and whether one is an immigrant [32–37], which should be considered in studies about academic self-concept
Summary
Three models have been developed based on how the relationship between academic self-concept and school performance is understood. Social comparison seems to be the most plausible explanation, studies have shown that various background variables influence beliefs about one’s academic competence. These include gender [21–26], socio-economic level [27–31], and whether one is an immigrant [32–37], which should be considered in studies about academic self-concept. Each participating student’s form tutor reported information about parents’ education and professions This information was used to create an approximately normal scale with a mean of 0 points and standard deviation.
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