Abstract
Academic self-concept, which can be defined as one’s beliefs about their academic ability, plays an important role in students’ future academic achievement. Here, we examined the neuroanatomical substrates underlying academic self-concept in 92 school-aged children (9.90 ± 0.85 years, 41 girls) using voxel-based morphometry of images obtained by structural magnetic resonance imaging. Our results revealed a significant positive correlation between academic self-concept and achievement 1 year after assessment. Whole-brain regression analyses found that gray matter volume in the right dorsolateral prefrontal cortex (DLPFC) and dorsomedial prefrontal cortex (DMPFC) was negatively associated with academic self-concept. Region of interest analyses further showed that regional gray matter volume in the right DLPFC could significantly predict achievement 1 year after assessment. Notably, mediation analyses suggested that regional gray matter volume in the right DLPFC mediated the effect of academic self-concept on students’ future academic achievement.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.