Abstract
In this study, we seek to identify different profiles of children following distinct developmental trajectories of academic self-concept. Moreover, we look at their developmental outcomes regarding school achievement and educational attainment. This study relied on an accelerated longitudinal design that followed three cohorts of elementary school children (445, 479 and 356 students respectively in Grade 2, 3, and 4) during three consecutive school years (49.5 % girls). Results from growth mixture analyses revealed four distinct trajectory profiles: Low Stable (28.71 %), Moderate Decreasing (40.4 %), High Decreasing (10.71 %), and High Increasing (20.18 %). Compared to children with other profiles, children with a Low Stable profile displayed lower levels of academic achievement over the elementary school years, as well as lower educational attainment 9 years later, whereas children with one of the High profiles displayed the most desirable levels of achievement and attainment irrespective of their Increasing or Decreasing trajectories.
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