Abstract
This study examined the reciprocal causal effect between academic self-concept and academic achievement with family SES and parent involvement as predictive factors. Elementary and secondary groups were also compared. Data were drawn from the Special Education Elementary Longitudinal Study (SEELS). The sample consisted of 2,950 students ages 8 to 14 (Grades 1 -9) at the time of Wave 1 data collection. Structural equation modeling (SEM) was used in the data analysis. It was found that, at the elementary level, Wave 1 academic achievement predicted Wave 2 self-concept and Wave 1 self-concept predicted Wave 2 achievement. Parent home involvement was a significant predictor for Wave 1 academic achievement. At the secondary level, family SES was a significant predictor for both Wave 1 academic achievement and self-concept. Implications of the findings are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: 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.
