The causal ordering of academic achievement and self-concept of ability during elementary school: A longitudinal study.

Abstract

This article addresses the question of the causal ordering of self-concept of ability and academic achievement during elementary school. The questions were (a) Do self-concept and achievement influence each other? and (b) Does it make a difference whether achievement is assessed by marks or by tests? The sample consisted of 697 students from 54 German elementary school classes. The design of the study allowed 3 measurement waves from Grade 2 to Grade 4. Mathematics achievement was measured both by marks and by tests. The results of the structural equation modeling analyses show that it makes a difference whether achievement is (as usually) measured with only one indicator (either mark or test performance), or if both indicators are integrated in the model. The latter model clearly supports the skill development model: In elementary school, prior self-concept does not significantly contribute to the prediction of subsequent achievement.