Causal Effects of Academic Self-Concept on Academic Achievement

Abstract

Newman (1984) examined the causal relations between math self-concept and math achievement in an 8-year longitudinal study using covariance structural models. Whereas he concluded that math self-concept did not influence subsequent math achievement, the study suffered in that math self-concept was inferred from a single-item scale. Newman addressed this problem, proposed a reasonable solution to it, and based his findings on this solution. However, an alternate—perhaps equally plausible—solution used in the present reanalysis of his data did support the causal influence of self-concept on subsequent achievement. The purpose of this investigation is not to argue for or against either solution but to consider problems associated with single-item indicators. Newman is not, however, justified in concluding that self-concept has no causal influence on subsequent academic achievement on the basis of his study.